Teaching Creationism or Intelligent Design to our youth can be done in a way that is neither opinion based nor completely fact based, but may hold some risk of personal interpretation. The first thing needed to be considered is how can children of the middle school age range grasp such a deep subject and have the capacity to reach their own conclusion. Information found regarding the development of children in this developmental range was found in the book titled "Characteristics of Middle Grade Students,” Caught in the Middle by the Sacramento Department of Education. It was found that students of this age hold a variety of learning attributes that support the belief that children can handle both sides of this controversial issue. Some of those attributes include, propositional thought, consideration of ideas contrary to fact and, reasoning with hypotheses involving two or more variables. While the majority of this essay will focus on the pros of being diverse in these teachings it will also represent the opposite side of opinion.
Children between the ages of 11-13 hold an immense amount of personal identity issues. Discovering who they are and what they believe. During this time, a teacher has the unique opportunity to present all the facts surrounding the traditional theory of evolution and introduce facts of Creationism as well. In offering both sides to this idea of how the world began, it gives the students a great opportunity to find their own answers. What a wonderful experience for a teacher to see his or her students operating on fact-finding, discussions, and learning to appreciate differences of opinion.
Teachers of middle school students strive to enrich our children with all of the knowledge and facts of the Theory of creation through Darwin’s writings. Over the years much resistance has come about to help teachers who feel restricted to this one idea. Through many legal actions in several states administrators and parents have been trying to promote that there are other ideas and theory available to research. This opposition to the current information being fed to our children has opened up a title wave and helped to elicit curiosity in our students to seek other information and facts, not just rely on one method of information.
In an article published in the New York times, by Laurie Goodstein, she revealed that a poll conducted by the Pew Forum on Religion and Public Life and the Pew Research Center for the People and the Press, revealed that 64 percent said they were open to the idea of teaching creationism in addition to evolution, while 38 percent favored replacing evolution with creationism. It is important to note by this poll that the idea of teaching our children other theories of how this world was created was supported by more than half of the polled population. It needs to be understood that when these teachings are given the opportunity to be introduced in the public school settings, teachers must maintain a...