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What is evolution? Describe how Darwin’s theory of evolution by natural selection provides a plausible mechanism for evolution

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1) What is evolution? Describe how Darwin’s theory of evolution by natural selection provides a plausible mechanism for evolution. Based on your research, give one example of speciation that has occurred.
2) How have scientists tried to distinguish their work from religion?
3) Why have US courts consistently rejected attempts to require public schools to teach creationism or intelligent design?
4) According to Phipps, Darwin’s understanding of causation can be stated by addressing four fundamental questions: Who? Why? When? and How? Which questions address primary causes and which secondary causes and why? Which questions are the purview of religion and which of science?
5) In your own words, please expound upon Phipps’ assertion that “since truth is one, the conflict is not between science and religion, but between arrogant scientists and dogmatic religionists who have difficulty living within their partial knowledge.” Do you agree or disagree with the author? Why or why not? Make sure to support your views with quotes from the text.

Instructions:
Complete posts in total have a minimum word count of 1,200 words per unit. Since there are five questions per unit in this course, the avg. response should be 240 words. However, as some questions are much more complex than others, I will certainly understand if a relatively simple question has a response of 120 words and a more involved question a response of 360. As long as you are addressing the five questions of the Complete section with a minimum of 1,200 with information taken from the Attend section and required Course Materials readings, you are meeting course expectations.
3 scholarly references in APA format

Evolution
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Evolution refers to the gradual change that living organisms undergo in the process of adapting to the environment. Thus, it entails the development as well as advanced features being attained which are helpful in allowing for existence. Different species are developing different features as well as traits that are enabling them to be better suited to reside and exist in the world. On that note, it is fair to note that there are different theories as well as perspectives that try to explain the evolution process (Gayon, 2016). Charles Darwin’s theory of natural selection is an example of theories that have been presented to explain the evolution process. The theory is based on four unique perspectives which are helpful in explaining the process of gradual change and development. One of the doctrines of the theory is that there are more individuals that are produced with better survival chances as opposed to their predecessors. Another perspective by the theory is that there is phenotypic variations which are heritable (Gayon, 2016). Thirdly, the heritable traits equip the given individuals with enhanced chances of survival. Lastly, there is the concept of reproductive isolation which leads to formation of new species. Analysis of the theory to ascertain its credibility brings about the fact that the theory is plausible as there is evidence of speciation. Speciation, which is the creation of new species, occurs as a result of evolution based on development of new and heritable phenotypic traits supporting the credibility of the theory (Gayon, 2016). An example of speciation is the Galápagos finch (Lamichhaney et al., 2018). These birds are found in the Galápagos and the new species of birds are adapted to the food they eat as they exist with different types of beaks. Evolution by natural selection can also be proven by the ability of the living organisms to exist in diverse forms n diverse environments.
Religion and science are two different doctrines that try to outshine one another. On different fields, the two dynamics offer differing explanations to different processes and in most cases scientists try to distinguish their works from religion (Harrison, 2015). Science is different from religion in that scientists base their assertions on results which are obtained from observations as well as experiments. In other terms, it is observations as well as experiments that offer empirical facts that are irrefutable so that conclusions can be drawn history homework help. It is not the case with religion as there is the use of beliefs. Thus, one way through which scientists distinguish their works from religion is avoiding the use of belief and relates their viewpoints on facts that are based on observations and experiments (Harrison, 2015). This is move is meant to reduce the chances and the likelihood of scientific perspectives being subjected to scrutiny and questions. In addition to this, scientific arguments are substantiated by other scientists in the same or different fields. In other terms, scientists depend on another to be able to validate the claims that are made by others. Therefore, science relies on the knowledge and experience of others to be able to make suggestions and once they back claims, they are valid with high credibility (Harrison, 2015). Lastly, science is distinguishable from religion in that it employs tentativeness. In other terms, there are no assumptions and generalizations that are made unlike the case with religion. The use of assumptions is greatly avoided and facts cannot be used to make projections about other concepts.
Creationism or rather intelligent design is a reflection of evolution. US courts have consistently rejected allowing the concepts to be taught in public schools on basis that evolution has always been poorly understood by learners. At the same time, teachers also exhibit poor understanding of evolution making it impossible to expound on the dynamics of evolution in a n effective and efficient manner (Kaden, 2019). For example, teachers tend to offer their opinions on aspects/concepts of evolution and the end result is that the theories that are existent are flawed by the said definitions. For instance, teachers who are religious will tend to offer personal views and opinions on evolution concepts such as that of Natural Selection by Charles Darwin. Thus, there is bias that is employed and this is likely to affect the understanding of learners. Going by this perspective, it can be explained why US courts are rejecting creationism being taught in public schools (Kaden, 2019). On a different note, creationism or rather intelligent design encourages the conflict that exists between science and religion. While the courts are seeking to encourage co-existence between the two components, intelligent design challenges both of them thus encouraging the lack of understanding. Therefore, the best way to avoid fueling the conflict is by preventing creationism from being taught. Lastly, creationism (in a way) enforces beliefs upon learners and this is not the objective of learning (Kaden, 2019). Students are supposed to develop individual thoughts that are not impacted by what they are taught.
“Who” and “why” are questions that address primary causes. In addition to this, the two questions are purview of religion. In detail, the two questions can be used to expound on dynamics of religion in the sense that they target different facets of faith. “Who,” from an individual basis, seeks to find out about the creator of the earth as well as heaven. Religion has paid always been inclined towards finding out ore about the origin of the earth. An example of a question based on who is “Who created the earths?” Going by this question, it can be ascertained that religion seeks to cement the faith of believers by helping them narrow down on who created the earths (Phipps, 2006). “Why,” on the other end, pays attention to destiny of life, Religion seeks to create emphasis on destiny and this questions plays a fundamental role in meeting this obligation. An example of a question is “Why did man get created?” On the contrary, “when” and “how” are questions that address secondary causes. It is the case since these questions are purview of science. “When,” for instance, expounds on evolution by trying to find out the time it took for life forms to evolve. “How,” on the other hand, seeks to highlight the mannerism of evolution.
I agree with Phipps’ assertion that “since truth is one, the conflict is not between science and religion, but between arrogant scientists and dogmatic religionists who have difficulty living within their partial knowledge.” Phipps’ view is credible in the sense that he argues in support of free will and people being able to abide from beliefs that are self-developed. However, arrogant scientists and dogmatic religionists are the ones that encourage conflict in that they seek to impose thoughts and beliefs upon others (Phipps, 2006). Phipps writes “To think that one needs to choose between trusting faith or reliable fact displays a lack of comprehension of the purposes of religion and science” (Phipps, 2006, p. 3). People will always be inclined to either align their thoughts and belief son either science or religion and it is the right thing to do to afford people their thoughts (Phipps, 2006). All in all, it should be the case that the concepts of religion and science will always vary and it is only fair that free will should be advocated as Phipps argues.

References
Gayon, J. (2016). 7 Natural Selection, Regression, and Heredity in Darwinian and Post-Darwinian Evolutionary Theory. Heredity Explored: Between Public Domain and Experimental Science, 1850–1930, 167.
Harrison, P. (2015). The territories of science and religion. University of Chicago Press.
Kaden, T. (2019). Creationist Organizations and Their Activities. In Creationism and Anti-Creationism in the United States (pp. 21-46). Springer, Cham.
Lamichhaney, S., Han, F., Webster, M. T., Andersson, L., Grant, B. R., & Grant, P. R. (2018). Rapid hybrid speciation in Darwin’s finches. Science, 359(6372), 224-228.
Phipps, W. E. (2006). Darwin and “Intelligent Design”. Theology Today, 63(2), 220-222.

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