School Conflict Case Study Essay Example for Free

School competitiveness Case Study EssayThis case study examines the conflict over whether man shoals in the coupled States of America should teach biology from the viewpoint of evolution or of cornerstone, according to the Christian Bible. Although this battle has raged for some(prenominal) decades, it is still an emotionally charged, often-debated issue. Through research on this subject, bingle finds the term intelligent design, and while this initially sounds like there may be a third contingency in this debate, upon closer examination, atomic number 53 finds that intelligent design is tantamount to creationism. Likewise one finds the term environmental creationism, which is also a pseudonym for creationism. Those who believe in evolution contend that their view is the result of scientifically verifiable non-biased information. Those who believe in creationism contend that the Christian Bible is a book written through divine inspiration and therefore, any(prenominal) is written in the Bible is the last-ditch authority.Basically the evolutionists believe they are correct because their information crowd out be proven scientifically, while the creationists believe that their information is from an infallible source that is more certain than the evolutionists scientific data. Since public schools are supported by public taxes, some believe that church and state essential be kept separate. This is supported by the fact that, the federal government has repeatedly denied the introduction of creationism into public schools as it is a direct violation of the separation of church and state (Lac, Hemovich, Himelfarb, 2010, p.253). Yet, it is also believed that the preferences of the topical anaesthetic multitude should be consulted in deciding which theory or theories should be taught in public school biology. before long local school boards actually seem to hold sway over what type of orientation their local schools will use in biology. Even when t here are state or local rulings favoring one side or the other, some classroom teachers include their personal preferences (or those of their supervisors) in choosing which orientation is taught in their classrooms.For example, in Dover, Pennsylvania, the school board adopted a general policy endorsing intelligent design and district administrators make up the statement that was read to high school biology classes as they began the evolution unit (Lerner, 2002, p. 287). Some attempts toward satisfaction of these viewpoints have resulted in having both viewpoints presented in the biology classrooms of certain districts. This idea was con through with(p)d by the George W. Bush presidential term in 2005, stating that children should be exposed to multiple ideas in school (Warmick, p.305). Another problem with presenting both evolution and the creationism in the classroom occurs when one tries to qualify which type of creationism is to be taught. The most commonly known creation stor y from the book of Genesis in the Christian Bible however, there are actually 3 different versions of creation within the book of Genesis, some resembling the ancient Egyptian and Mesopotamian creation stories, with a transposition of one God for many gods (Carson-Newman University, 2013).Another Christian variant of creationist theory is that of intelligent design which argues that Darwinian science does not contradict the Bible, while maintaining that a super- world planned transformation of species (Johnson, 2011, p. 15). Lastly, there is the version called environmental creationism in which the use of creationist language is employed without the explicit Christian linguistic context (Nelson, 2010, p. 513). What can be done as the battle over creationism versus evolution rages on in courtrooms and at state and local school board meetings across our nation?As mentioned previously, some localities have settled on including both sides viewpoints however, it is uncontrollable to pr esent both possibilities without bias because they come from different schools of thought. The evolutionists believe scientific fact to be ultimate truth, yet the creationists consider the word of God to be the ultimate truth. Is there a way to notice the U. S. Constitution and the taxpayers simultaneously, some of whom believe in creation and some of whom believe in evolution?If we go down to include both creationism and evolution and to consider the debate rhetorical, we run the risk of neither side being satisfied because there are those on both sides who believe that their way is the only way and who lack to win the battle. If handed-down approaches have not settled this issue, then perhaps it is time to try pick dispute resolution measures, the attempts to present both evolution and creationism in the classroom, not-withstanding. Peter Tolman ( 2006, p. 544) writes that refractory conflicts are root in the ways we make sense of the world and are not solvable in the tradit ional sense. He further states that, It is primarily through assumptions about what is unquestionably right, in a given context that different groups develop and maintain incommensurate worldviews and conflicts persist (Tolman, 2006, p. 545). Our issue here is obviously one of intractable conflict. Our issue is not one in which both sides desire to reach a win-win solution however, fecund outcomes will depend on introduction of the principles of negotiation, beginning with the foundational abilities for conflict resolution.