Four different movements in American educational history interpreted what could be taught to children about the origin of life. The first part focuses on the teaching of evolution in schools (De Camp 1968). The second part deals with the teaching of creationism in public schools only. The third part seeks to provide equal time to both the theory of evolution and creationism (Feldman 2006). Most recently, the two were joined in the fourth part, which aims to introduce creationism into public school science program, either through the compulsory teaching of intelligent design or divine design, or the mandatory clauses to the actual nature of the theory of evolution (Edward 1997).
The second, third and fourth parts have in common the belief that all living species in their current form can be attributed to а creator or designer to supernatural or scientific means is not knowable (Darrow 1932). These aspects also share the goal of complex scientific explanations of life or the theory of evolution that all living species are the result of physical changes over time through natural processes, which can be explained by scientific means (Darrow 1932).
The theory of evolution Darwin published his seminal work “On the Origin of Species by Means of Natural Selection (1859), is the basis for the first part, the theory of evolution. In spite of this, before Darwinian evolution was the escalation of disputes between scientists and religious fundamentalists. In fact, two centuries before Darwin’s theory of evolution, religious and scientific communities struggled with their respective explanations of life (Smout 1998). The most famous early controversy was the trial of Galileo in 1633 for the publication of Dialogue, а book that supported the Copernican theory that the Earth revolves around the sun rather than conversely, as written in the Bible (Tierney 1979).
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