creationism

简明释义

英[kriˈeɪʃənɪzəm]美[kriˈeɪʃənɪzəm]

n. 神创论

英英释义

单词用法

同义词

反义词

例句

1.A recent poll by the Pew Research Center revealed that 64% of Americans favor the teaching of intelligent design or creationism in public schools.

教堂研究中心最近的一项民意调查显示，64%的美国人赞成在公共学校中教智能设计或创世论。

2.2004 study showed that 51% of Americans believed in Creationism.

2004年的一个研究发现，51%的美国人相信神创论。

3.His was my first influence as a young girl to turn a skeptical, scientific approach towards astrology, psychics, UFO abduction, and creationism.

还是小女孩的时候，首先因为他的影响，我学会了用怀疑论和科学方法审视占星术、通灵术、U FO绑架和创造论。

4.I am not quite saying Darwinism gave rise to creationism, though the "isms" imply equivalence.

我不是很想说达尔文主义引出了创造说，虽然“主义”一词意思也差不多。

5.Universal creationism - the doctrine or belief that the universe was created by God out of no pre-existent entity.

通用神创论-相信宇宙是上帝在没有预先存在实体的情况下创造出来的理论学说。

6.According to the survey, Northern Ireland has the highest proportion of people who believe in intelligent design (16%) and creationism (25%).

调查显示北爱尔兰相信智能设计学说和神创说的比例都是全国最高的，分别占到16%和25%。

7.The world's leading scientists urged schools to stop denying the facts of evolution amid controversy over the teaching of creationism.

在一片教导创造论引发的争议声中，世界顶尖的科学家呼吁学校停止否认进化论的事实。

8.Many schools in the United States have debated whether to include creationism 创造论 in their science curriculum.

美国许多学校一直在争论是否应该在科学课程中纳入创造论。

9.The theory of creationism 创造论 posits that life was created by a divine being.

理论上，创造论认为生命是由一个神圣存在创造的。

10.Some religious groups advocate for creationism 创造论 to be taught alongside evolution in biology classes.

一些宗教团体主张在生物课中与进化论一起教授创造论。

11.Critics of creationism 创造论 argue that it lacks scientific evidence and should not be considered a valid theory.

批评创造论的人认为它缺乏科学证据，不应被视为有效理论。

12.The rise of creationism 创造论 in some regions has sparked controversy among scientists and educators.

在某些地区，创造论的兴起引发了科学家和教育工作者之间的争议。

作文

The concept of creationism refers to the belief that life, the Earth, and the universe were created by a divine being or higher power. This perspective contrasts sharply with the scientific explanation of evolution, which posits that species have developed over time through natural selection. The debate between creationism and evolution has been a contentious issue in educational systems, particularly in the United States. Proponents of creationism argue that the complexity of life cannot be explained solely by random processes and that there must be an intelligent designer behind it all. They often cite religious texts as evidence for their beliefs, asserting that these writings provide a historical account of the origins of life. On the other hand, supporters of evolutionary theory argue that creationism lacks empirical evidence and does not adhere to the scientific method. They contend that evolution is supported by extensive research and fossil records that demonstrate how species adapt and change over time. The conflict between these two viewpoints raises significant questions about the nature of knowledge, belief, and education. In many places, particularly in the United States, the teaching of creationism in public schools has sparked legal battles. In the landmark case of Kitzmiller v. Dover Area School District in 2005, a federal court ruled that creationism, specifically 'Intelligent Design', could not be taught in science classes as it is inherently religious and not based on scientific principles. This ruling reinforced the separation of church and state in the educational context. Despite the legal setbacks, creationism continues to have a strong following among certain religious groups. Many adherents believe that the teaching of evolution undermines moral values and leads to a sense of purposelessness in life. They argue that understanding life through the lens of creationism provides individuals with a sense of purpose and connection to a higher power. The implications of this debate extend beyond education into broader societal issues. The clash between creationism and evolution reflects deeper philosophical divides regarding faith and reason, science and religion. These discussions challenge us to consider how we understand our place in the universe and the origins of life itself. In conclusion, the discourse surrounding creationism is a complex interplay of faith, science, and education. While the scientific community largely supports evolutionary theory, the persistent belief in creationism highlights the importance of understanding diverse perspectives on life's origins. Engaging in respectful dialogue about these differing views can foster a better understanding of both science and religion, ultimately enriching our collective knowledge and appreciation of the world around us.

“创造论”这个概念指的是一种信仰，即生命、地球和宇宙是由一个神圣的存在或更高的力量创造的。这一观点与科学对进化的解释形成了鲜明的对比，后者认为物种是通过自然选择在时间中逐渐发展而来的。“创造论”和进化之间的争论在教育系统中一直是一个有争议的问题，特别是在美国。“创造论”的支持者认为，生命的复杂性不能仅仅通过随机过程来解释，必须有一个智能设计者在背后。他们通常引用宗教文本作为其信仰的证据，主张这些著作提供了生命起源的历史记录。另一方面，进化理论的支持者则认为，“创造论”缺乏实证依据，不符合科学方法。他们认为，进化得到了广泛研究和化石记录的支持，这些记录证明了物种如何随着时间的推移进行适应和变化。这两种观点之间的冲突提出了关于知识、信仰和教育本质的重要问题。在许多地方，尤其是在美国，“创造论”在公立学校的教学引发了法律争斗。在2005年的Kitzmiller诉Dover地区学区案中，一家联邦法院裁定，“创造论”，特别是“智能设计”，不能在科学课程中教授，因为它本质上是宗教性的，而不是基于科学原则的。这一裁决强化了教育背景下政教分离的原则。尽管面临法律挫折，“创造论”在某些宗教团体中仍然有着强大的追随者。许多信徒认为，进化的教学削弱了道德价值观，并导致生活中的无目的感。他们认为，通过“创造论”的视角理解生活为个人提供了目的感和与更高力量的联系。这场辩论的影响超越了教育，延伸至更广泛的社会问题。“创造论”和进化之间的冲突反映了关于信仰与理性、科学与宗教的更深层次哲学分歧。这些讨论挑战我们思考如何理解我们在宇宙中的位置以及生命的起源。总之，围绕“创造论”的讨论是信仰、科学和教育之间复杂的相互作用。虽然科学界大多数支持进化理论，但“创造论”持久的信仰突显了理解关于生命起源的不同视角的重要性。进行尊重的对话，能够促进我们对科学和宗教的更好理解，最终丰富我们对周围世界的共同知识和欣赏。