Intelligent Design? a Special Report from Natural History Magazine
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Understanding the Intelligent Design Creationist Movement: Its True Nature and Goals
UNDERSTANDING THE INTELLIGENT DESIGN CREATIONIST MOVEMENT: ITS TRUE NATURE AND GOALS A POSITION PAPER FROM THE CENTER FOR INQUIRY OFFICE OF PUBLIC POLICY AUTHOR: BARBARA FORREST, Ph.D. Reviewing Committee: Paul Kurtz, Ph.D.; Austin Dacey, Ph.D.; Stuart D. Jordan, Ph.D.; Ronald A. Lindsay, J. D., Ph.D.; John Shook, Ph.D.; Toni Van Pelt DATED: MAY 2007 ( AMENDED JULY 2007) Copyright © 2007 Center for Inquiry, Inc. Permission is granted for this material to be shared for noncommercial, educational purposes, provided that this notice appears on the reproduced materials, the full authoritative version is retained, and copies are not altered. To disseminate otherwise or to republish requires written permission from the Center for Inquiry, Inc. Table of Contents Section I. Introduction: What is at stake in the dispute over intelligent design?.................. 1 Section II. What is the intelligent design creationist movement? ........................................ 2 Section III. The historical and legal background of intelligent design creationism ................ 6 Epperson v. Arkansas (1968) ............................................................................ 6 McLean v. Arkansas (1982) .............................................................................. 6 Edwards v. Aguillard (1987) ............................................................................. 7 Section IV. The ID movement’s aims and strategy .............................................................. 9 The “Wedge Strategy” ..................................................................................... -
Q:\FINAL VERSIONS of EL TEJON DOCUMENTS\Mem. Supp. Mot. TRO (01-10-2006 FINAL).Wpd
1 Ayesha N. Khan Richard B. Katskee 2 Sara J. Rose (motions for admission pro hac vice pending) 3 Heather L. Weaver (motion for admission to the Bar of this court pending) AMERICANS UNITED FOR SEPARATION OF 4 CHURCH AND STATE 518 C St., NE 5 Washington, DC 20002 Tel: (202) 466-3234 6 Fax: (202) 466-2587 [email protected] / [email protected] / [email protected] / [email protected] 7 Maurice A. Leiter (Bar No. 123732) 8 John Danos (Bar No. 210964) ARNOLD & PORTER LLP 9 777 S. Figueroa St., 44th Floor Los Angeles, CA 90017 10 Tel: (213) 243-4000 Fax: (213) 243-4199 11 [email protected] / [email protected] 12 Attorneys for Plaintiffs HURST et al. 13 UNITED STATES DISTRICT COURT 14 EASTERN DISTRICT OF CALIFORNIA 15 KENNETH HURST, JOAN BALCOME, ) NO. 16 KIRK ROGER TINGBLAD, PHILIP JONES- ) THOMAS, BARRY S. GOLDBERG, SOPHIE ) 17 GOLDBERG, JEANNIE PARENT, KEN and ) PLAINTIFFS’ MEMORANDUM OF JODY VALMASSY, and ANN and RICHARD ) POINTS AND AUTHORITIES IN 18 HOWARD, ) SUPPORT OF MOTION FOR ) TEMPORARY RESTRAINING ORDER 19 Plaintiffs, ) AND, IF NECESSARY, PRELIMINARY ) INJUNCTION 20 v. ) ) DATE: 21 STEVE NEWMAN, individually and in his ) TIME: official capacity as a member of the El Tejon ) COURT: 22 Unified School District Board of Trustees; ) PAULA REGAN, individually and in her ) 23 official capacity as a member of the El Tejon ) Unified School District Board of Trustees; ) 24 STACEY GUSTAFSON, individually and in ) her official capacity as a member of the El ) 25 Tejon Unified School District Board of ) Trustees; KITTY JO NELSON, individually ) 26 and in her official capacity as a member of the ) El Tejon Unified School District Board of ) 27 Trustees; PHYLLIS THROCKMORTON, ) individually and in her official capacity as a ) 28 member of the El Tejon Unified School District ) Board of Trustees; JOHN WIGHT, individually ) Mem. -
What Is Intelligent Design (ID)?
Access Research Network Frequently Asked Questions About Intelligent Design Frequently Asked Questions about Intelligent Design by Mark Hartwig Access Research Network What is intelligent design (ID)? ....................................................................................................... 2 How can you tell if something is designed? Isn’t that pretty subjective? ......................................... 4 How does intelligent design apply to biology? ................................................................................ 6 Haven’t scientists shown that biological systems evolved through strictly natural processes? ......................................................................................................................................................... 9 How do you assess the evidence for and against naturalistic evolution? .......................................11 Doesn’t the fossil evidence support naturalistic evolution? ............................................................12 Can’t we actually see evolution in action? .....................................................................................13 What about the molecular evidence? .............................................................................................14 What about the evidence from embryology? ................................................................................. 15 What about the evidence from homology? .................................................................................... 16 Doesn’t -
Why Why Darwin Matters Matters Why Darwin Matters: the Case Against Intelligent Design, by Michael Shermer
Evo Edu Outreach DOI 10.1007/s12052-008-0109-9 BOOK REVIEW Why Why Darwin Matters Matters Why Darwin Matters: The Case Against Intelligent Design, by Michael Shermer. New York: Henry Holt, 2006. Pp. xxii + 199. S/b $14.00 Tania Lombrozo # The Author(s) 2008. This article is published with open access at Springerlink.com The first decade of the twenty-first century will be a curious a brief but lucid overview of key evolutionary ideas. He chapter in the future history of evolutionary thought. In emphasizes that the source of resistance to evolution is rarely 2005, resistance to evolution manifested in the highly the scientific details but rather the perceived consequences of publicized trial of Dover, Pennsylvania over teaching evolution: atheism, ethical nihilism, and a lack of meaning. Intelligent Design in public schools. Only four years later, What people care about “is whether teaching evolution will in 2009, universities, museums, and individuals across the make their kids reject God, allow criminals and sinners to globe celebrate the 150th anniversary of the publication of blame their genes for their actions, and generally cause society Darwin’s Origin of Species. Released in the interlude, to fall apart” (p. 25). But according to Shermer, an even Michael Shermer’s Why Darwin Matters: The Case Against greater threat to the theory of evolution is misunderstanding. Intelligent Design takes on the challenge these landmark A large proportion of the public not only misunderstands dates represent: how a thoroughly vetted and accepted evolutionary theory but also aspects of science and the scientific theory can be the source of so much cultural scientific process—for example, that calling evolution a conflict. -
Intelligent Design Is Not Science” Given by John G
An Outline of a lecture entitled, “Intelligent Design is not Science” given by John G. Wise in the Spring Semester of 2007: Slide 1 Why… … do humans have so much trouble with wisdom teeth? … is childbirth so dangerous and painful? Because a big, thinking brain is an advantage, and evolution is imperfect. Slide 2 Charles Darwin’s Revolutionary Idea His book changed the world. All life forms on this planet are related to each other through “Descent with modification over generations from a common ancestor”. Natural processes fully explain the biological connections between all life on the planet. Slide 3 Darwin’s Idea is Dangerous (from the book of the same title by Daniel Dennett) If we have evolution, we no longer need a Creator to create each and every species. Darwinism is dangerous because it infers that God did not directly and purposefully create us. It simply states that we evolved. Slide 4 Intelligent Design Attempts to Counter Darwin “Intelligent Design” has been proposed as way out of this dilemma. – Phillip Johnson, William Dembski, and Michael Behe (to name a few). They attempt to redefine science to encompass the supernatural as well as the natural world. They accept Darwin’s evolution, if an Intelligent Designer is (sometimes) substituted for natural selection. Design arguments are not new: − 1250 - St. Thomas Aquinas - first design argument − 1802 - Natural Theology - William Paley – perhaps the best(?) design argument Slide 5 What is Science? A specific way of understanding the natural world. Based on the idea that our senses give us accurate information about the Universe. -
Developing and Strengthening Belief in God I
DEVELOPING AND STRENGTHENING BELIEF IN GOD I First Cause (Cosmological) and Design (Teleological) Arguments he cornerstone of Jewish belief is that God created the universe ex nihilo with Tthe Torah as His Divine plan and that He continually guides and supervises His creation. Nevertheless, there are many people who do not share this belief, or at least question it. There is a need, therefore, to present a range of approaches to developing and strengthening belief in God. The traditional Jewish approach to belief in God is based on the Exodus from Egypt and hashgachah pratit (Divine Providence). These approaches are discussed in the Morasha classes on Passover, Torah M’Sinai, and Hashgachah Pratit. The goal of this series of classes is to present additional approaches to belief – those based on logic and science – to help strengthen one’s belief in God. Specifically, this series will present three arguments for the existence of God. The first class, after defining the aim of the series on the whole, will explore two deductive arguments for the existence of God, namely the First Cause or Cosmological Argument, and the Design or Teleological Argument. The second class in the series will explore the inductive approach, focusing on the Moral Argument. In order to help students digest the logical force of the arguments presented, the series will conclude with an exploration of the decision making process. In this first class we will explore the following questions: Where did the world come from? Does it make sense that the world always existed? What does modern science have to say about the subject? Does the design found in nature imply that there is a Divine Designer? Does the Theory of Evolution explain this phenomenon? 1 Core Beliefs DEVELOPING & STRENGTHENING BELIEF I Class Outline: Section I. -
Ten Misunderstandings About Evolution a Very Brief Guide for the Curious and the Confused by Dr
Ten Misunderstandings About Evolution A Very Brief Guide for the Curious and the Confused By Dr. Mike Webster, Dept. of Neurobiology and Behavior, Cornell Lab of Ornithology, Cornell University ([email protected]); February 2010 The current debate over evolution and “intelligent design” (ID) is being driven by a relatively small group of individuals who object to the theory of evolution for religious reasons. The debate is fueled, though, by misunderstandings on the part of the American public about what evolutionary biology is and what it says. These misunderstandings are exploited by proponents of ID, intentionally or not, and are often echoed in the media. In this booklet I briefly outline and explain 10 of the most common (and serious) misunderstandings. It is impossible to treat each point thoroughly in this limited space; I encourage you to read further on these topics and also by visiting the websites given on the resource sheet. In addition, I am happy to send a somewhat expanded version of this booklet to anybody who is interested – just send me an email to ask for one! What are the misunderstandings? 1. Evolution is progressive improvement of species Evolution, particularly human evolution, is often pictured in textbooks as a string of organisms marching in single file from “simple” organisms (usually a single celled organism or a monkey) on one side of the page and advancing to “complex” organisms on the opposite side of the page (almost invariably a human being). We have all seen this enduring image and likely have some version of it burned into our brains. -
Intelligent Design Creationism and the Constitution
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Washington University St. Louis: Open Scholarship Washington University Law Review Volume 83 Issue 1 2005 Is It Science Yet?: Intelligent Design Creationism and the Constitution Matthew J. Brauer Princeton University Barbara Forrest Southeastern Louisiana University Steven G. Gey Florida State University Follow this and additional works at: https://openscholarship.wustl.edu/law_lawreview Part of the Constitutional Law Commons, Education Law Commons, First Amendment Commons, Religion Law Commons, and the Science and Technology Law Commons Recommended Citation Matthew J. Brauer, Barbara Forrest, and Steven G. Gey, Is It Science Yet?: Intelligent Design Creationism and the Constitution, 83 WASH. U. L. Q. 1 (2005). Available at: https://openscholarship.wustl.edu/law_lawreview/vol83/iss1/1 This Article is brought to you for free and open access by the Law School at Washington University Open Scholarship. It has been accepted for inclusion in Washington University Law Review by an authorized administrator of Washington University Open Scholarship. For more information, please contact [email protected]. Washington University Law Quarterly VOLUME 83 NUMBER 1 2005 IS IT SCIENCE YET?: INTELLIGENT DESIGN CREATIONISM AND THE CONSTITUTION MATTHEW J. BRAUER BARBARA FORREST STEVEN G. GEY* TABLE OF CONTENTS ABSTRACT ................................................................................................... 3 INTRODUCTION.................................................................................................. -
"Critical Analysis of Evolution"; Innovative Lesson Plan Or
THE OHIO DEPARTMENT OF EDUCATION L10H23 “CRITICAL ANALYSIS OF EVOLUTION”; INNOVATIVE LESSON PLAN OR STEALTHY ADVOCACY TOOL? Robert Day, The Ohio State University. Presented at the National Association of Researchers of Science Teaching (NARST) annual conference, San Francisco, CA. April 2006. Abstract: This paper will discuss the ongoing controversy surrounding a particular Ohio Department of Education tenth grade lesson plan titled “Critical Analysis of Evolution” (Ohio Department of Education identification L10H23). The lesson professes to encourage students to “critically examine” evidences for and against evolution and invites them to discuss definitions of some common evolutionary terms and concepts. Proponents insist that this lesson is a thought-provoking exercise in critical thinking and scientific objectively. Critics claim that the lesson is at best, unscientific and at worst, a thinly-veiled attempt to introduce creationist ideas into the classroom in accordance with the so-called “wedge” strategy of certain pro-creationist organizations. A complicating factor is that this lesson plan has been used as the subject of graduate level research on the effect of teaching “the evolution controversy” to Ohio students, and subsequently, this research has been used to support similar initiatives in state hearings outside of Ohio. We will present the findings from a series of surveys conducted with life-science high school teachers, college faculty, and graduate students intended to establish whether or not practicing scientists and science educators agree with the Ohio Board of Education’s assessment that “there is no ID [intelligent design] there”. We will look for trends in the opinions of different sub-populations, identify key differences of opinions between participants and Ohio Board of Education members and suggest possible reasons for any apparent conflicts of opinion. -
Why Much of What We Teach About Evolution Is Wrong/By Jonathan Wells
ON SCIENCE OR MYTH? Whymuch of what we teach about evolution is wrong Icons ofEvolution About the Author Jonathan Wells is no stranger to controversy. After spending two years in the U.S. Ar my from 1964 to 1966, he entered the University of California at Berkeley to become a science teacher. When the Army called him back from reser ve status in 1968, he chose to go to prison rather than continue to serve during the Vietnam War. He subsequently earned a Ph.D. in religious studies at Yale University, where he wrote a book about the nineteenth century Darwinian controversies. In 1989 he returned to Berkeley to earn a second Ph.D., this time in molecular and cell biology. He is now a senior fellow at Discovery Institute's Center for the Renewal of Science and Culture (www.discovery.org/ crsc) in Seattle, where he lives with his wife, two children, and mother. He still hopes to become a science teacher. Icons ofEvolution Science or Myth? Why Much oJWhat We TeachAbout Evolution Is Wrong JONATHAN WELLS ILLUSTRATED BY JODY F. SJOGREN IIIIDIDIREGNERY 11MPUBLISHING, INC. An EaglePublishing Company • Washington, IX Copyright © 2000 by Jonathan Wells All rights reserved. No part of this publication may be reproduced or trans mitted in any form or by any means electronic or mechanical, including pho tocopy, recording, or any information storage and retrieval system now known or to be invented, without permission in writing from the publisher, except by a reviewer who wishes to quote brief passages in connection with a review written for inclusion in a magazine, newspaper, or broadcast. -
Does Intelligent Design Postulate a “Supernatural Creator?” Overview: No
Truth Sheet # 09-05 Does intelligent design postulate a “supernatural creator?” Overview: No. The ACLU, and many of its expert witnesses, have alleged that teaching the scientific theory of intelligent design (ID) is unconstitutional in all circumstances because it posits a “supernatural creator.” Yet actual statements from intelligent design theorists have made it clear that the scientific theory of intelligent design does not address metaphysical and religious questions such as the nature or identity of the designer. Firstly, the textbook being used in Dover, Of Pandas and People (Pandas ), makes it clear that design theory does not address religious or metaphysical questions, such as the nature or identity of the designer. Consider these two clear disclaimers from Pandas : "[T]he intelligent design explanation has unanswered questions of its own. But unanswered questions, which exist on both sides, are an essential part of healthy science; they define the areas of needed research. Questions often expose hidden errors that have impeded the progress of science. For example, the place of intelligent design in science has been troubling for more than a century. That is because on the whole, scientists from within Western culture failed to distinguish between intelligence, which can be recognized by uniform sensory experience, and the supernatural, which cannot. Today we recognize that appeals to intelligent design may be considered in science, as illustrated by current NASA search for extraterrestrial intelligence (SETI). Archaeology has pioneered the development of methods for distinguishing the effects of natural and intelligent causes. We should recognize, however, that if we go further, and conclude that the intelligence responsible for biological origins is outside the universe (supernatural) or within it, we do so without the help of science." 1 “[T]he concept of design implies absolutely nothing about beliefs normally associated with Christian fundamentalism, such as a young earth, a global flood, or even the existence of the Christian God. -
Understanding the New Distributive Model of Evolution Instruction
JUDGING DARWIN: UNDERSTANDING THE NEW DISTRIBUTIVE MODEL OF EVOLUTION INSTRUCTION Louis J. Virelli III TABLE OF CONTENTS INTRODUCTION ............................................................................... 82 II. THE EVOLUTION INSTRUCTION DEBATE ................................. 86 A. Religiously Explicit Policies ............................................. 89 B. Facially Neutral Challenges ............................................. 92 III. THE DISTRIBUTIVE MODEL ...................................................... 98 IV. THE DISTRIBUTIVE MODEL AND ADMINISTRATIVE LAW ......... 106 A. Administrative Law Principles ....................................... 106 B. Administrative Features of the Distributive Model ...... 111 C. The Distributive Model and the Establishment Clause ............................................................................. 117 V. NEW ISSUES UNDER THE DISTRIBUTIVE MODEL .................... 123 A. Political Legitimacy ........................................................ 123 B. Additional Questions ..................................................... 132 1. Judicial Review ........................................................ 132 2. Delegation ............................................................... 136 a. Procedural Due Process ................................... 138 b. Municipal Liability and Qualified Immunity .. 141 VI. CONCLUSION .......................................................................... 143 Associate Professor of Law, Stetson University College of Law; J.D.,