Creation and evolution in public education

v t e The status of creation and evolution in public education has been the subject of substantial debate in legal , political , and religious circles. Globally there is a wide range of views on this topic ranging from countries not allowing teachers to discuss the evidence for evolution or the modern evolutionary synthesis , which is the scientific theory that explains evolution , to mandating that only evolutionary biology is to be taught. While some religions do not have theological objections to the modern evolutionary synthesis as an explanation for the present form of life on Earth, there has been much conflict over this matter within particular ( fundamentalist ) branches of Christianity , some adherents of which are vigorously opposed to the consensus view of the scientific community. Conflict with evolutionary explanations is greatest in literal interpretations of religious documents, and resistance to teaching evolution is thus related to the popularity of these more literalist views. In Western countries, the inclusion of evolution in science courses has been mostly uncontroversial, with the exception of a few areas of the United States . There, the Supreme Court has ruled the teaching of creationism as science in public schools to be unconstitutional. Intelligent design has been presented as an alternative explanation to evolution in recent decades, but its "demonstrably religious, cultural, and legal missions" have been ruled unconstitutional by a lower court . Ontario consultants on religious tolerance . "Intelligent Judging ― Evolution in the Classroom and the Courtroom" . 加入收藏夹 (in Chinese/English).¹