Evolution vs



Evolution vs. Creationism vs. Intelligent Design

In biology, evolution is the process of change in the inherited traits of a population of organisms from one generation to the next. Though changes between generations are relatively minor, differences accumulate with each subsequent generation and can, over time, cause substantial changes in the organisms. Inherited traits come from the genes that are passed on to offspring during reproduction. Mutations in genes can produce new or altered traits in individuals, resulting in the appearance of heritable differences between organisms, but new traits also come from the transfer of genes between populations, as in migration, or between species, in horizontal gene transfer. In species that reproduce sexually, new combinations of genes are produced by genetic recombination, which can increase the variation in traits between organisms. Evolution occurs when these heritable differences become more common or rare in a population, either non-randomly through natural selection or randomly through genetic drift.

Natural selection is a process by which heritable traits that are helpful for survival and reproduction become more common in a population, while harmful traits become more rare. This occurs because individuals with advantageous traits are more likely to reproduce successfully, so that more individuals in the next generation inherit these traits. Over many generations, adaptations occur through a combination of successive, small, random changes in traits, and natural selection of those variants best-suited for their environment. In contrast, genetic drift produces random changes in the frequency of traits in a population. Genetic drift arises from the role chance plays in whether a given individual will survive and reproduce.

One definition of a species is a group of organisms that can reproduce with one another and produce fertile offspring. When a species is separated into populations that are prevented from interbreeding, mutations, genetic drift, and the selection of novel traits cause the accumulation of differences over generations and the emergence of new species. The similarities between organisms suggest that all known species are descended from a common ancestor (or ancestral gene pool) through this process of gradual divergence.

Studies of the fossil record and the diversity of living organisms had convinced most scientists by the mid-nineteenth century that species changed over time. However, the mechanism driving these changes remained unclear until the 1859 publication of Charles Darwin's On the Origin of Species, detailing the theory of evolution by natural selection. Darwin's work soon led to overwhelming acceptance of evolution within the scientific community. In the 1930s, Darwinian natural selection was combined with Mendelian inheritance to form the modern evolutionary synthesis, in which the connection between the units of evolution (genes) and the mechanism of evolution (natural selection) was made. This powerful explanatory and predictive theory has become the central organizing principle of modern biology, providing a unifying explanation for the diversity of life on Earth.

Creationism is a religious belief that humanity, life, the Earth, and the universe were created in their original form by a deity (often the Abrahamic God of Judaism, Christianity and Islam) or deities, whose existence is presupposed. In relation to the creation-evolution controversy the term creationism (or strict creationism) is commonly used to refer to the religiously motivated rejection of evolution.

Such beliefs include young Earth creationism, which takes Book of Genesis literally, while Old Earth creationism accepts geological findings but rejects evolution. The term theistic evolution has been coined to refer to beliefs in creation, which are more compatible with the scientific view of evolution and the age of the Earth.

Creationism in the West is usually based on creation according to Genesis, and in its broad sense covers a wide range of beliefs and interpretations. Through the 19th century the term most commonly referred to direct creation of individual souls, in contrast to tradcianism. However, by 1929 in the United States the term became particularly associated with Christian fundamentalist opposition to human evolution and belief in a young Earth. Several U.S. states passed laws against the teaching of evolution in public schools, as upheld in the Scopes Trial. Evolution was omitted entirely from school textbooks in much of the United States until the 1960s. Since then, renewed efforts to introduce teaching creationism in American public schools in the form of flood geology, creation science, and intelligent design have been consistently held to contravene the constitutional separation of Church and State by a succession of legal judgments. The meaning of the term creationism was contested, but by the 1980s it had been co-opted by proponents of creation science and flood geology.

When scientific research produces conclusions, which contradict a creationist interpretation of scripture, the strict creationist approach is either to reject the conclusions of the research, its underlying scientific theories, or its methodology. For this reason, both creation science and intelligent design have been labeled as pseudoscience by the mainstream scientific community. The most notable disputes concern the effects of evolution on the development of living organisms, the idea of common descent, the geologic history of the Earth, the formation of the solar system, and the origin of the universe.

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Intelligent design is the assertion that "certain features of the universe and of living things are best explained by an intelligent cause, not an undirected process such as natural selection." It is a modern form of the traditional teleological argument for the existence of God, modified to avoid specifying the nature or identity of the designer. Its primary proponents, all of whom are associated with the Discovery Institute, believe the designer to be the God of Christianity. Advocates of intelligent design claim it is a scientific theory, and seek to fundamentally redefine science to accept supernatural explanations.

The unequivocal consensus in the scientific community is that intelligent design is not science but pseudoscience. The U.S. National Academy of Sciences has stated that "intelligent design, and other claims of supernatural intervention in the origin of life" are not science because they cannot be tested by experiment, do not generate any predictions, and propose no new hypotheses of their own. The US National Science Teachers Association and the American Association for the Advancement of Science have termed it pseudoscience. Others have concurred, and some have called it junk science.

"Intelligent design" originated in response to the 1987 United States Supreme Court Edwards v. Aguilard ruling involving separation of church and state. Its first significant published use was in Of Pandas and People, a 1989 textbook intended for high-school biology classes. Several additional books on "intelligent design" were published in the 1990s. By the mid-1990s, intelligent design proponents had begun clustering around the Discovery Institute and more publicly advocating the inclusion of intelligent design in public school curricula. With the Discovery Institute and its Center for Science and Culture serving a central role in planning and funding, the "intelligent design movement" grew increasingly visible in the late 1990s and early 2000s, culminating in the 2005 "Dover trial" challenging the intended use of intelligent design in public school science classes.

In Kitzmiller v. Dover Area School District, a group of parents of high-school students challenged a public school district requirement for teachers to present intelligent design in biology classes as an alternative "explanation of the origin of life". U.S. District Judge John E. Jones III ruled that intelligent design is not science, that it "cannot uncouple itself from its creationist, and thus religious, antecedents", and concluded that the school district's promotion of it therefore violated the Establishment Clause of the First Amendment to the U.S. Constitution.

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Name _______________________________

Period _________ Date _________________

1. What are the similarities between the three theories?

2. What are the differences between the three theories?

3. Using the information above, your textbook and your notes from the Creation/Evolution video, describe what your position is on the debate of the origins of life.

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