The second argument Dawkins makes is that religion and God create a false hope to all those who put their faith in it (Dawkins 2014). He believes religion in the face of God encourages people to believe in a higher being who oversees everything and plays are part in the lives of each person on earth (Dawkins 2014). God and religion also creates a false hope that there will be white gates waiting for the after death (Dawkins 2014). Dawkins believes that God is a being that controls and influences everyone’s life, but that may not be the case. In church it is a common practice to teach about free will. Religions will argue that God does not have a set plan for everyone because He gave everyone the right to free will. Therefore if people choose
…show more content…
Evolution is taught within elementary schools and in high school biology classes, but religion is not taught in the classroom setting. The concept of teaching evolution and religion in schools has been brought to the courtroom a numerous amount of times. Epperson vs. Arkansas in 1968 was one of the first cases to go to court. Epperson argued that by not teaching religion and only teaching the theory of evolution we are limiting the students understand of the different theories within the world (DeWolf and Cooper 2006). The court ruled that religion was not appropriate to be taught in schools. Another case that was taken to court was Webster vs. New Lenox school district in 1990. Webster argued that by only teaching evolution in schools that were obstructing his first amendment right to freedom of religion and freedom of speech (DeWolf and Cooper 2006). In the end the court rule that Webster has a right to believe in whichever religion he wants to, but cannot for the students to learn about that religion (DeWolf and Cooper 2006). A third case was Kitzmiller et al vs. Dover in 2005. Kitzmiller et al were teaching the students about intelligent design (DeWolf and Cooper 2006). The theory of intelligent design argues that some features of the universe are best explained as the products of an intelligent cause (DeWolf and Cooper 2006). The judge viewed this as a step towards teaching religion and ruled in favor of Dover. Therefore intelligence design teachings are no longer taught at that school (DeWolf and Cooper 2006). All of these cause look at religion as pushing a belief onto students. What the judges fail to see is that evolution as a theory is pushed onto the students to believe. It is understandable why religion is not taught in school, since there are many different religious groups that have very different beliefs. It would be
Evolution is taught within elementary schools and in high school biology classes, but religion is not taught in the classroom setting. The concept of teaching evolution and religion in schools has been brought to the courtroom a numerous amount of times. Epperson vs. Arkansas in 1968 was one of the first cases to go to court. Epperson argued that by not teaching religion and only teaching the theory of evolution we are limiting the students understand of the different theories within the world (DeWolf and Cooper 2006). The court ruled that religion was not appropriate to be taught in schools. Another case that was taken to court was Webster vs. New Lenox school district in 1990. Webster argued that by only teaching evolution in schools that were obstructing his first amendment right to freedom of religion and freedom of speech (DeWolf and Cooper 2006). In the end the court rule that Webster has a right to believe in whichever religion he wants to, but cannot for the students to learn about that religion (DeWolf and Cooper 2006). A third case was Kitzmiller et al vs. Dover in 2005. Kitzmiller et al were teaching the students about intelligent design (DeWolf and Cooper 2006). The theory of intelligent design argues that some features of the universe are best explained as the products of an intelligent cause (DeWolf and Cooper 2006). The judge viewed this as a step towards teaching religion and ruled in favor of Dover. Therefore intelligence design teachings are no longer taught at that school (DeWolf and Cooper 2006). All of these cause look at religion as pushing a belief onto students. What the judges fail to see is that evolution as a theory is pushed onto the students to believe. It is understandable why religion is not taught in school, since there are many different religious groups that have very different beliefs. It would be