Religious activities and the teachings of evolution have raised much controversy in public school class rooms. The first amendment of the Constitution forbids Congress of establishing or prohibiting the free exercise of a religion.Are such actions a violation of this amendment? Throughout history, this idea has been jeopardized and the line separating church and state has become increasingly transparent. Countless religions and denominations have formed thus resulting in differing opinions of what it means to keep church and state separate.
Public schools have gained some success in reconciling individuals' conscience with their beliefs. Numerous church and state debates have resulted in the Supreme Court giving students freedom regarding their participation in religious activities; however, there are still teachings in public school curriculum that violate the Constitution and affect individuals' personal beliefs.
Religion should not be incorporated into public schooling. Even within certain major religions, there are thousands of various denominations. These denominations arose from disagreements among members of the church. Alexis de Tocqueville put it wisely when he said, "There is an innumerable multitude of sects in the United States.
All differ in the worship one must render to the Creator, but all agree on the duties of man toward one another. Each sect therefore adores God in its manner, but all sects preach the same morality in the name of God" (qtd. in Feldman 728). When public schools try to incorporate religious practices into the curriculum, debates and disagreements are sure to arise because it is impossible to satisfy everyone's religious beliefs.
However,regardless of one's religion, most people agree on the basics of good morals. The goal of public schools should remain to educate students so as to prepare them for a profession. This includes teaching them basic morals such as: treat others as you would like to be treated, honesty is a virtue, and always do your best. It is true that morals have greatly declined over the years, however, the basic morals that prepare us for a good future remain the same.
It is easy to say that religion should not be taught in public schools. However at times it may be hard to make the separation between church and state. Certain practices have stirred much controversy, one of which is the Pledge of Allegiance.
In the 1940 case of Minersville School District v. Gobitis, two Jehovah's Witness children were expelled from their public school for refusing to recite the Pledge of Allegiance. They claimed that being required to salute anything other than God violated their religious beliefs. The Supreme court ruled that it was constitutional to punish the students for not saluting the flag ("Minersville").
Three years later, the court reversed it's decision in the case of West Virginia v. Barnette. Justice Robert Jackson said, “If there is any fixed star in our constitutional constellation, it is that no official, high or petty, can prescribe what shall be orthodox in politics, nationalism, religion, or other matters of opinion or force citizens to confess by word or act their faith therein” (qtd. in Shea et al. 152).
Jackson's statement set a new tone for the importance of freedom of thought and religious belief. The mandatory recitation of the Flag Solute and the Pledge of Allegiance was deemed unconstitutional, a direct violation of the First Amendment. His quote explains that no man has the right to force another to take action against their faith. This same conclusion has led public schools to do away with religious activities such as public prayers, Bible reading, and some holidays. Such actions have reduced discontent among students as well as their parents and have helped in separating church from state.
Despite the reconciliation of some church and state debates, another area of concern has appeared in public school science classes, this being, the theory of evolution. In reality, this teaching is only a theory, however, in the classroom it is portrayed as a fact. Some individuals identify themselves as Christians, others as Catholics, and others as Evolutionists. To several individuals, evolution is a religion, therefore it should not be taught in public schools. A large part of belief in God or Creationism, has to do with faith. To several students, the theory of evolution is believed and promoted as a matter of fact.
There is no concrete evidence to prove the theory, however, it is being taught throughout the world as a fact and molding the minds of many youths. The question arises, "how did we get here?" Some say, “By creation,” other say, “By evolution.” Due to the restrictions of the first amendment regarding freedom of religion, only one solution is being promoted in the classroom, that being evolution.
The basic idea of evolution is that all the plant, animal and human life on this earth had its origin in one-celled life forms that developed in the sea hundreds of millions of years ago. The theory claims that life began from a small organism that transformed into many different species over a period of millions of years. Charles Darwin made a huge contribution in this field with his theory of "natural selection."
This theory states that mutations occurred in organisms that "made its possessor better suited to survive than were its competitors...and to change into different species" (---."Did man get here" 17). This theory is commonly taught in public school science classes instead of Intelligent Design. The defect in this teaching is that it fails to address the complex and uniform design of the universe. Only intelligent design addresses the intricate pattern behind the universe and life on earth.
There are countless examples of intelligent design in the universe, one of which is the sun. This giant star is commonly overlooked and taken for granted, however, its exquisite details reveal masterful design. The sun is the largest of the stars and could fit over 1,300,000 earths inside of it. It is located 93 million miles away and at its core, burns at a scorching temperature of 27,000,000 degrees Fahrenheit. The earth is so wonderfully designed that it orbits the sun at just the right distance. If the planet were any closer, "earth's water would vaporize; [any further] and it would all freeze" (---."Draw Close" 47).
When discussing such order, German American rocket physicist and leading founder of NASA, Wernher von Braun reasoned, "Anything as well ordered and perfectly created as is our earth and universe must have a Maker, a master designer. Anything so orderly, so perfect, so precisely balanced, so majestic as this creation can only be the product of a Divine Idea. There must be a Maker; there can be no other way" (Watchtower Bible and Tract Society 2). The magnificent sun is one of many aspects of life's miraculous creations.
Elaborating further on this point, take for example the design of a house. There lies an empty property full of dirt. All the necessary items required to build a house are lying unassembled on the dirt. Such materials include: cement, plywood, two by fours, nails, screws, paint, shingles and more. One day that mound of dirt that filled the property is replaced by a well constructed house. If someone claimed that a giant storm took place and blew all the items together in just the right order to form that house, their word would carry little value in the eyes of others.
This example contrasts with that of Intelligent Design. Everyone knows that a house cannot be constructed on its own. No matter how many components were on that dirt mound or how long the storm tossed the building materials around, it would have been impossible for a house to have been assembled; yet, people believe that an extremely more complex universe and its composites evolved from an explosion that occurred over 15 billion years ago.
Dr. William Swann, a scientist and noted authority on cosmic radiation observed:The man of science likes to separate fact from speculation. Now viewing the universe as a whole, I cannot escape the fact that it is of intelligent design. By this I mean that the universe shows on a magnificent scale the same kind of interrelationship of its working and efficiency of planning as an engineer strives to achieve in his smaller undertakings. (qtd. in Watchtower Bible and Tract Society 2)
Dr. William Swann brought to attention the reminder to observe the universe as a whole. Although certain species or artifacts may share certain traits, when observing the universe as a whole, the work of design is very evident. Such design does not come as a result of a large explosion or evolution. Rather,such design gives evidence of a master designer.
In addition to being illogical, the theory of evolution has some damaging consequences. When one is exposed to a belief over and over again, even if at first it may have sounded absurd, overtime the message is ingrained into their mind and they began accepting the belief. This is the case in public schools. The teachings of intelligent design have been abolished from the classroom as a result of the first amendment.
Evolutionary teachings often replace students' beliefs in a Creator. The state permits this theory to be incorporated into the science curriculum on the grounds that it is not religious. However, as Judge James Selna acknowledged, it "primarily sends a message of disapproval of religion [and] creationism" (qtd. in Brown). The repetitive and prolonged examination of this theory mocks the idea of intelligent design and creates uncertainty in individuals.
The Watchtower Bible and Tract Society of New York identifies another consequence of this teaching, "Belief in Darwin's theory has led many sincere people to conclude that their existence is devoid of real purpose. If the cosmos and everything in it are the product of spontaneous combinations of elements after the primordial big bang, then there can be no real purpose to life" (---."Purposeful" 5).
The belief that we came into existence by chance leads many to believe that their life has no specific purpose. Many conclude that their future will be determined by chance. In contrast, others believe that if man came into existence from specific design from an intelligent creator, that creator also designed them for a purpose. The teaching of evolution contributes to mankind's disunity; rather than viewing all mankind as a brotherhood with a common purpose, each one seeks his own advantage even at the cost of the common good. It is unlikely for one to find joy and happiness in a life that lacks purpose and meaning.
There are multiple cases for and against the teaching of evolution in public school science classes. Although pro-evolution cases have gained the most success in the court rooms, one anti-evolution case proved quite successful. Throughout history, the state of Kansas has taken much action to promote the teaching of intelligent design and eliminate that of evolution.
In 2005, a new set of teaching guidelines were enforced to allow teachers to impress upon the students the idea that evolution is simply a theory not a fact. Sam Knight, editor of Times Online, wrote: In a major success for proponents of intelligent design and other creationist theories of evolution, the Republican-dominated Kansas Board of Education ruled by six votes to four that, from 2008, teachers will have to give reasons why Darwinism is just one of many theories to explain the origins of life. Until yesterday, Kansas had allowed teachers to take issue with the theory of evolution. Now they will be forced to do so, using an official list of perceived weaknesses in Darwin's theory.
Not only were students and parents in opposition to such teachings but the curriculum had a major affect on teachers. Many teachers believe in intelligent design; however, the state requires that they include an elaborate coverage on the theory of evolution. They are forced to teach the students a belief that even they do not believe in.
On the contrary, other teachers who believe in the the theory are more likely to inculcate it as a fact in the minds of the students. As a result, the teachers educate differently and the students take in different knowledge and biases. As Knight brought out, the new teaching guidelines ensure a more balanced and uniformed curriculum. In addition to the same points being taught, the theory's weaknesses will be highlighted as well.
The National Center for Science Education took a different approach to the classroom situation. Rather than focusing their effort on eliminating the theory of evolution from the science curriculum, they made a website encouraging science teachers to use religion to promote evolution. Despite the obvious contradiction of evolution and religion, there is an even more outrageous detail.
Not only did it take a massive half-million dollars to promote the website, but it was funded by the federal government as well. Dr. John West, Associate Director of the Center for Science and Culture at Discovery Institute, declared, "This is a scandalous misuse of federal tax dollars. It's clearly a violation of the First Amendment's Establishment Clause. What business is it of the government to tell people what their religious beliefs about evolution should be? And what does this have to do with teaching science" (qtd.in "Evolution Group")?
The government's actions and part in the promotion of this website is a clear violation of the separation of church and state that was enforced in the Constitution. Quotations from various churches were listed and encouraged to be read by teachers to students in the class room. The fact that this was a governmentally funded site creates doubt as to whether or not it really is possible to keep church and state separate. Whose side is the government on? As time continues, the line separating church and state is increasingly vague.
The issue regarding church and state is here to stay. It seems this idea no longer has identifiable separations and boundaries. In today's society, more and more individuals are voicing their opinions, demanding change and longing for equality. Although no rules or actions will fully satisfy the wants and needs of students and teachers in public schools, some actions have and can still be taken to make the separation between church and state more apparent.
The state has progressed in promoting religious freedom by excusing students of certain religious affiliated activities such as the Pledge of Allegiance, recitation of prayers, and the National Anthem. Further action can still be taken by eliminating teachings like evolution that degrades religion and lacks solid proofs. It is uncertain what advancements the future will bring, but if people are passionate and stand up for what they believe in, change is sure to come.
Work Cited
Brown, Andrew. "Comment & Debate: Enemies of creationism may be hindering science teachers: A US judge's ruling is a warning to those who want to teach real science in schools that they need to change their tactics. " The Guardian 12 May 2009
"Evolution Group Uses Federal Tax Money to Promote Religion." Discovery Institute. 1 Apr. 2004. Web. 12 Dec. 2009. . Feldman, Noah. “Schools and Morals.” Rereading America. Eds Gary Columbo, et al. 7th ed. Boston: Bedford/ St. Martin's, 2007. 724-736 Print
Knight, Sam. "Kansas schools take step against evolution - Times Online." Times Online. 9 Nov. 2005. Web. 12 Dec. 2009..
"Minersville School District v. Gobitis." Oyez.org. 4 Dec. 2009 .
Shea, Daniel, et all. Living Democracy. 2nd ed. Pearson Education, Inc., 2009. Print. (152)
Watchtower Bible and Tract Society of New York, Inc. "Basis for Faith in God." Watchtower. New York, 15 April 1977: (2-5)
---. Did Man get Here my Evolution or by Creation? New York, 1967: (17)
---. Draw Close to Jehovah. New York, 2002: (47)
---. "Purposeful design or mindless process?" Awake. New York, Dec. 2009: (4-8)
