Theory of Evolution and the Everlasting Controversy

The theory that challenged moral thought long ago, became a topic that is openly taught in schools today. However, the controversial topic of evolution is still challenging for people to accept. This theory, suggests that all species originally started from a single cellular organism, and gradually grew, evolved, and multiplied. As new organisms changed their habitat, they would adapt accordingly, those who could not adapt would die off. Therefore, only those who were adapted could reproduce a better generation of offsprings; this is called natural selection. When this theory was first introduced by Charles Darwin, it challenged the religious views of creationism; the idea that God created each being individually (Paz-y-Mino-C, & Espinoza, 2015, p. 2). It contradicted with morals because of several reasons, particularly the idea that humans are of animal descent. Much of the scientific discoveries that came after, all fit into the theory of evolution, separating religion and science even further (p.2). Today, this theory is taught in classrooms, regardless of the religious background of the students. But now, the opinions of people vary, broadening the arguments beyond the original two sides, each holding their own views on how to end this century old dispute. In many ways, Darwin’s theory of evolution altered modern society, one of them was by creating new controversy which laid the foundation for ideas beyond the classical clear-cut view of science vs. religion.

On one side of the argument there are those who believe science should be trusted without taking faith into account. There are people who believe that the theory of evolution should be believed alone, disregarding all other possibilities. One method to fulfill this, would be education. The level of acceptance of Darwin’s theory is correlated with education level, “high school (21%), to the some college (41%), college graduate (53%), post-graduate (74%)” (Paz-y-Mino-C, & Espinoza, 2015, p.3). The conclusion to this data may vary based on the viewer’s purpose and what they want to prove. Does this show that intelligent or educated people accept Darwin’s theory? Which supports the scientific side. Or does it show that people are more likely to accept something when it is mentioned repeatedly for a prolonged period of their lives? Thus opposing the scientific side by showing that this is only due to indoctrination. To some supporters of Darwin’s theory, this means that the theory of evolution should be thoroughly taught starting immediately from elementary school, which is around the same time parents might begin their religious influence (Hermann, 2016, p. 22). This would increase the percentage rate for acceptance of Darwin’s theory since there would be less room to take the religious ideologies into account. In doing so, it will end the controversy by excluding creationism (p.22).

An argument against evolution is that it supports the idea that the human race itself could be improved if those who were deemed unworthy of surviving would eventually die off (Bergman, 1999, para. 8). This acknowledged the idea of survival of the fittest in Darwin’s theory. According to Fredric Weizmann’s book review, many “religious conservatives” claim that Adolf Hitler believed in evolution (Weizmann, 2015, p. 1-2). Regardless of the lack of evidence to show any direct link connecting the Nazis and Darwin’s theory, it is strongly suggested by many, that Darwin’s theory influenced Hitler in some way for him to conclude that a complete massacre of the Jewish people would result in an evolutionary progress for the human species. By associating Darwin’s theory with something immoral, it discredits those who believe in it. Thus, attempting to end controversy by destroying the reputation of the theory itself. These are examples of two sides who wish to eliminate the dispute of the evolution theory by eliminating the opposing side’s ideology entirely. They have existed since the 1800s, slowly developing their side of the argument over time.

Today, ideas that are more expanded exist. They talk of combining the two in order to reach common ground and end this discourse. This argument is also from the viewpoint of educational impact. Rather than disregarding the teachings of creationism through evolution, this idea suggests to teach students in a way where they will be able to distinguish when to rely on science and when to rely on faith. Southerland and Scharmann, from School of Teacher Education at Florida State University, believe “Students are guided to understand the unique characteristics of scientific thought along with its limits” (2013, p.64). This strategy will then accomodate students from different backgrounds, giving them an open ended choice to understand that what cannot be made sense of by science, can then be explained by the supernatural. Students will be taught to understand that science is based on everything that is physical, proven by data, and is highly logical. But they will be able to comprehend that science does not automatically falsify their God, nor can it explain anything supernatural, such as what gives a physical being or an object life and consciousness.

A misconception of many in their opinion of Darwin, is that he was someone who did not believe in God. In fact he admitted questioning some aspects of religion, but he never claimed the inexistence of God, he wanted to express his beliefs as one that was “compatible” with God (Dixon, 2009, p.23). This black and white depiction made the barrier between science and religion even thicker. In truth, an analysis of Darwin’s Origin of Species, concluded that in the beginning of the book, and the end, he suggests that he believes in the “creator”. Darwin stated in his own words, “that the production and extinction of the past and present inhabitants of the world should have been due to secondary causes” (p. 23). His intention was not to depose the belief of God, but rather, add a new theory to his creation story. He further states, “There is grandeur in this view of life, with its several powers, having been originally breathed into a few forms or into one” (p. 23-24). He believed that there is a God who originally gave the gift of life to an organism, or several of them, and from there the evolution process began, branching out to form different species. He says his theory is an incidental cause accompanying the act of God or Creator in which He did not further intervene. Rather than separating the two, he mixes the idea of science and supernatural, which come together to create a new understanding.

In order to explain rain, earthquakes, droughts, and other phenomena, it was thought to have connection to God, or several Gods. Rules were made in His name, which people abided by their whole lives, believing that by following morals and doing good they would eventually be rewarded. Because of this, it’s clear why science was perceived to be invasive or unacceptable. It explains things in a practical manner of causation that does not include the command of God, which destroyed the positive reinforcement people had. The theory of evolution went against the idea of God specifically creating every individual with a purpose, which is more of an embracing thought to some, rather than natural selection killing off organisms until only the best survive and evolve. However, Darwin’s theory did not end there. Just as his theory suggests new mutations branching out, there are new ideas on how to solve the controversy and teach the future generations. Some believe it’s by science alone, others believe it should be faith alone. Some say to rigorously teach the theory in early childhood, others say to educate keeping both doors open to explore what science cannot explain alone, and to put their trust on science without losing their faith. Perhaps, this weighty controversy will only develop more mindsets, creating a new understanding of it each time.

References

Bergman, J. (1999, November 01). Darwinism and the Nazi Race Holocaust. Retrieved from https://answersingenesis.org/charles-darwin/racism/darwinism-and-the-nazi-race-holocaust/

Dixon, T. (2009). America’s Difficulty With Darwin. History Today, 59(2), 22–28. Retrieved From http://ccny-proxy1.libr.ccny.cuny.edu/login?url=https://search.ebscohost.com/login.aspxdrect=true&db=hus&AN=504245769&site=ehost-live

Hermann, R. S. (2016). Elementary Education Majors’ Views on Evolution: A Comparison of Undergraduate Majors Understanding of Natural Selection and Acceptance of Evolution. Electronic Journal of Science Education, 20(6), 21–44. Retrieved from http://ccny-proxy1.libr.ccny.cuny.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1188099&site=ehost-live

Paz-y-Miño-C, G., & Espinosa, A. (2015). Evolution Controversy: A Phenomenon Prompted by the Incompatibility between Science and Religious Beliefs. International Journal of Science in Society, 7(2), 1–23. https://doi-org.ccny-proxy1.libr.ccny.cuny.edu/10.18848/1836-6236/CGP/v07i02/51445

Southerland, S. A., & Scharmann, L. C. (2013). Acknowledging the Religious Beliefs Students Bring Into the Science Classroom: Using the Bounded Nature of Science. Theory Into Practice, 52(1), 59–65. https://doi-org.ccny-proxy1.libr.ccny.cuny.edu/10.1080/07351690.2013.743778

Weizmann, F. (2015). Was Hitler a Darwinian: Disputed Questions in the History of Evolutionary Theory. Journal of the History of the Behavioral Sciences, 51(2), 226–228. https://doi-org.ccny-proxy1.libr.ccny.cuny.edu/10.1002/jhbs.21722