Creation–evolution controversy in the context of "Evolutionism"

Creation science or scientific creationism is a pseudoscientific form of Young Earth creationism which claims to offer scientific arguments for certain literalist and inerrantist interpretations of the Bible. It is often presented without overt faith-based language, but instead relies on reinterpreting scientific results to argue that various myths in the Book of Genesis and other select biblical passages are scientifically valid. The most commonly advanced ideas of creation science include special creation based on the Genesis creation narrative and flood geology based on the Genesis flood narrative. Creationists also claim they can disprove or reexplain a variety of scientific facts, theories and paradigms of geology, cosmology, biological evolution, archaeology, history, and linguistics using creation science. Creation science was foundational to intelligent design.

The overwhelming consensus of the scientific community is that creation science fails to qualify as scientific because it lacks empirical support, supplies no testable hypotheses, and resolves to describe natural history in terms of scientifically untestable supernatural causes. Courts, most often in the United States where the question has been asked in the context of teaching the subject in public schools, have consistently ruled since the 1980s that creation science is a religious view rather than a scientific one. Historians, philosophers of science and skeptics have described creation science as a pseudoscientific attempt to map the Bible into scientific facts. Professional biologists have criticized creation science for being unscholarly, and even as a dishonest and misguided sham, with extremely harmful educational consequences.

Day-age creationism is an interpretation of the creation accounts in Genesis. It holds that the six days referred to in the Genesis account of creation are not literal 24-hour days, but are much longer periods (from thousands to billions of years). The Genesis account is then reconciled with the age of the Earth. Proponents of the day-age theory can be found among both theistic evolutionists, who accept the scientific consensus on evolution, and progressive creationists, who reject it. The theories are said to be built on the understanding that the Hebrew word yom is also used to refer to a time period, with a beginning and an end and not necessarily that of a 24-hour day.

The differences between the young Earth interpretation of Genesis and modern scientific theories believed by some day-age creationists such as the Big Bang, abiogenesis, and common descent are significant. The young Earth interpretation says that everything in the universe and on Earth was created in six 24-hour days, estimated to have occurred some 6,000 years ago. Modern scientific observations, however, put the age of the universe at 13.8 billion years and the Earth at 4.5 billion years, with various forms of life, including humans, being formed gradually over time.

Objections to evolution have been raised since evolutionary ideas came to prominence in the 19th century. When Charles Darwin published his 1859 book On the Origin of Species, his theory of evolution (the idea that species arose through descent with modification from a single common ancestor in a process driven by natural selection) initially met opposition from scientists with different theories, but eventually came to receive near-universal acceptance in the scientific community. The observation of evolutionary processes occurring (as well as the modern evolutionary synthesis explaining that evidence) has been uncontroversial among mainstream biologists since the 1940s.

Since then, criticisms and denials of evolution have come from religious groups, rather than from the scientific community. Although many religious groups have found reconciliation of their beliefs with evolution, such as through theistic evolution, other religious groups continue to reject evolutionary explanations in favor of creationism, the belief that the universe and life were created by supernatural forces. The U.S.-centered creation–evolution controversy has become a focal point of perceived conflict between religion and science.

The Institute for Creation Research (ICR) is a creationist apologetics institute in Dallas, Texas, that specializes in media promotion of pseudoscientific creation science and interpretation of the Genesis creation narrative as a historical event. The ICR adopts the Bible as an inerrant and literal documentary of scientific and historical fact as well as religious and moral truths, and espouses a Young Earth creationist worldview. It rejects evolutionary biology, which it views as a corrupting moral and social influence and threat to religious belief. The ICR was formed by Henry M. Morris in 1972 following an organizational split with the Creation Science Research Center (CSRC).

Its work in the field of creation science has been rejected by science, but has been significant in shaping creationist thought in the United States by introducing creation science through fundamentalist churches and religious schools, and by engaging in public debates against supporters of evolution. The ICR also offers unaccredited graduate level programs in Biblical Apologetics, including a minor in Creation Research. The ICR also operates the ICR Discovery Center for Science & Earth History museum in Dallas, Texas.

The status of creation and evolution in public education has been the subject of substantial debate and conflict in legal, political, and religious circles. Globally, there are a wide variety of views on the topic. Most western countries have legislation that mandates only evolutionary biology is to be taught in the appropriate scientific syllabuses.

The level of support for evolution among scientists, the public, and other groups is a topic that frequently arises in the creation–evolution controversy, and touches on educational, religious, philosophical, scientific, and political issues. The subject is especially contentious in countries where significant levels of non-acceptance of evolution by the general population exists, but evolution is taught at public schools and universities.

As of 2014, nearly all (around 98%) of the scientific community accepts evolution as the dominant scientific theory of biological diversity with, as of 2009, some 87% accepting that evolution occurs due to natural processes, such as natural selection. Scientific associations have strongly rebutted and refuted the challenges to evolution proposed by intelligent design proponents.