Gabby Asuncion
English P.6
Coexistence of Creationism and Evolution in Schools
For several years, there has been a debate on how the world and mankind came into
existence: either by the hand of God over the course of six days or over the duration of a long
period of time in which life developed and evolved gradually (Bendewald). Throughout this
debate, a question has risen over whether to teach evolution or creationism in public schools.
Supporters of teaching only evolution claim that evolution is scientifically proven and all
theories are untestable, making it factual. However, others deem evolution as a theory as well
and believe that students should be exposed to all theories for the purpose of science class is to
develop an objective view towards scientific theories by allowing students to analyze flaws and
strengths (Hellig). Because all ideas of how the world came to be are interpretations of the facts
rather than actual fact, the most prominent theories, evolution and creationism, should be taught
to students concurrently so that they may be informed on different viewpoints and reserve their
right to choose which to believe on their own.
Many pro-evolutionists claim that because some aspects of evolution are scientifically
proven to be true, it must be fact and the theory of creationism cannot be tested because it
completely based on belief. However, evolution cannot be recreated nor reproduced in order to
prove that it truly is fact so it is also a theory and belief. In addition, pro-evolutionists argue that
teachers should not be given the freedom to teach what they believe as fact. As earlier
mentioned, evolution is not fact either and several teachers who teach evolution believe it to be
fact. If teachers were to teach both evolution and creationism, they would not be able to teach
