Intelligent Design: the Latest Creationist Pseudo-Science
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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” ..................................................................................... -
Argumentation and Fallacies in Creationist Writings Against Evolutionary Theory Petteri Nieminen1,2* and Anne-Mari Mustonen1
Nieminen and Mustonen Evolution: Education and Outreach 2014, 7:11 http://www.evolution-outreach.com/content/7/1/11 RESEARCH ARTICLE Open Access Argumentation and fallacies in creationist writings against evolutionary theory Petteri Nieminen1,2* and Anne-Mari Mustonen1 Abstract Background: The creationist–evolutionist conflict is perhaps the most significant example of a debate about a well-supported scientific theory not readily accepted by the public. Methods: We analyzed creationist texts according to type (young earth creationism, old earth creationism or intelligent design) and context (with or without discussion of “scientific” data). Results: The analysis revealed numerous fallacies including the direct ad hominem—portraying evolutionists as racists, unreliable or gullible—and the indirect ad hominem, where evolutionists are accused of breaking the rules of debate that they themselves have dictated. Poisoning the well fallacy stated that evolutionists would not consider supernatural explanations in any situation due to their pre-existing refusal of theism. Appeals to consequences and guilt by association linked evolutionary theory to atrocities, and slippery slopes to abortion, euthanasia and genocide. False dilemmas, hasty generalizations and straw man fallacies were also common. The prevalence of these fallacies was equal in young earth creationism and intelligent design/old earth creationism. The direct and indirect ad hominem were also prevalent in pro-evolutionary texts. Conclusions: While the fallacious arguments are irrelevant when discussing evolutionary theory from the scientific point of view, they can be effective for the reception of creationist claims, especially if the audience has biases. Thus, the recognition of these fallacies and their dismissal as irrelevant should be accompanied by attempts to avoid counter-fallacies and by the recognition of the context, in which the fallacies are presented. -
1 Seeing and Believing the Never-Ending Attempt to Reconcile
1 Seeing and Believing The never-ending attempt to reconcile science and religion, and why it is doomed to fail. Jerry A. Coyne, The New Republic Published: Wednesday, February 04, 2009 Saving Darwin: How to be a Christian and Believe in Evolution By Karl W. Giberson (HarperOne, 248 pp., $24.95) Only A Theory: Evolution and the Battle for America's Soul By Kenneth R. Miller (Viking, 244 pp., $25.95) I. Charles Darwin was born on February 12, 1809--the same day as Abraham Lincoln--and published his magnum opus, On the Origin of Species, fifty years later. Every half century, then, a Darwin Year comes around: an occasion to honor his theory of evolution by natural selection, which is surely the most important concept in biology, and perhaps the most revolutionary scientific idea in history. 2009 is such a year, and we biologists are preparing to fan out across the land, giving talks and attending a multitude of DarwinFests. The melancholy part is that we will be speaking more to other scientists than to the American public. For in this country, Darwin is a man of low repute. The ideas that made Darwin's theory so revolutionary are precisely the ones that repel much of religious America, for they imply that, far from having a divinely scripted role in the drama of life, our species is the accidental and contingent result of a purely natural process. And so the culture wars continue between science and religion. On one side we have a scientific establishment and a court system determined to let children learn evolution rather than religious mythology, and on the other side the many Americans who passionately resist those efforts. -
Arguments from Design
Arguments from Design: A Self-defeating Strategy? Victoria S. Harrison University of Glasgow This is an archived version of ‘Arguments form Design: A Self-defeating Strategy?’, published in Philosophia 33 (2005): 297–317. Dr V. Harrison Department of Philosophy 69 Oakfield Avenue University of Glasgow Glasgow G12 8LT Scotland UK E-mail: [email protected] Arguments from Design: A Self-defeating Strategy? Abstract: In this article, after reviewing traditional arguments from design, I consider some more recent versions: the so-called ‘new design arguments’ for the existence of God. These arguments enjoy an apparent advantage over the traditional arguments from design by avoiding some of Hume’s famous criticisms. However, in seeking to render religion and science compatible, it seems that they require a modification not only of our scientific understanding but also of the traditional conception of God. Moreover, there is a key problem with arguments from design that Mill raised to which the new arguments seem no less vulnerable than the older versions. The view that science and religion are complementary has at least one significant advantage over other positions, such as the view that they are in an antagonistic relationship or the view that they are so incommensurable that they are neither complementary nor antagonistic. The advantage is that it aspires to provide a unified worldview that is sensitive to the claims of both science and religion. And surely, such a worldview, if available, would seem to be superior to one in which, say, scientific and religious claims were held despite their obvious contradictions. -
And Then God Created Kansas--The Evolution/Creationism Debate In
COMMENTS AND THEN GOD CREATED KANSAS? THE EVOLUTION/CREATIONISM DEBATE IN AMERICA'S PUBLIC SCHOOLS MARJORIE GEORGE' "For most Kansans, there really is no conflict between science and religion. Our churches have helped us search for spiritual truth, and our schools have helped us understand the natural world." -Brad Williamson, biology teacher at Olathe East High School in Olathe, Kansas.' INTRODUCTION Kansas has recently become embroiled in a fierce debate over the minds of the state's children, specifically regarding what those children will learn in their public school science classrooms. At first glance, a science curriculum does not seem like a subject of great controversy, but it continues to be one in Kansas and other communities across the country. The controversy hinges specifically on the role evolution should play in science classrooms, but also reflects the broader debate over what role schools should play in students' moral development. Today many parents are worried about sending their children to t BA. 1993, Washington University; J.D. Candidate 2001, University of Pennsylania. Thank you to Sarah Barringer Gordon for her initial advice and editorial comments, and Tracey George for her always helpful comments, as well as her thirty years of encouragement and inspiration. A very special thanks to Jonathan Petty tor alwa)s believing in me and providing unwavering support for my decision to attend law school and of my numerous pursuits during law school. Finally, thank you to all of the Penn Law Review editors for their hard work on this and every article. I Brad Williamson, I Teach, Therefore I IVor7, in Kansas, WASH. -
Intelligent Design: Is It Really Worth It?
Leaven Volume 17 Issue 2 Theology and Science Article 6 1-1-2009 Intelligent Design: Is It Really Worth It? Chris Doran [email protected] Follow this and additional works at: https://digitalcommons.pepperdine.edu/leaven Part of the Biblical Studies Commons, Christianity Commons, and the Religious Thought, Theology and Philosophy of Religion Commons Recommended Citation Doran, Chris (2009) "Intelligent Design: Is It Really Worth It?," Leaven: Vol. 17 : Iss. 2 , Article 6. Available at: https://digitalcommons.pepperdine.edu/leaven/vol17/iss2/6 This Article is brought to you for free and open access by the Religion at Pepperdine Digital Commons. It has been accepted for inclusion in Leaven by an authorized editor of Pepperdine Digital Commons. For more information, please contact [email protected], [email protected], [email protected]. Doran: Intelligent Design: Is It Really Worth It? Intelligent Design: Is It Really Worth It? CHRIS DORAN imaginethatwe have all had occasion to look up into the sky on a clear night, gaze at the countless stars, and think about how small we are in comparison to the enormity of the universe. For everyone except Ithe most strident atheist (although I suspect that even s/he has at one point considered the same feeling), staring into space can be a stark reminder that the universe is much grander than we could ever imagine, which may cause us to contemplate who or what might have put this universe together. For believers, looking up at tJotestars often puts us into the same spirit of worship that must have filled the psalmist when he wrote, "The heavens declare the glory of God; the skies proclaim the work of his hands" (Psalms 19.1). -
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. -
Appendix A: Excerpts from of Pandas and People (2Nd Ed., 1993), the Published Version Used by Students
Case 4:04-cv-02688-JEJ Document 309 Filed 11/04/2005 Page 1 of 18 Appendix A: Excerpts from Of Pandas and People (2nd ed., 1993), the published version used by students, Quote A: “This book has a single goal: to present data from six areas of science that bear on the central question of biological origins. We don't propose to give final answers, nor to unveil The Truth. Our purpose, rather, is to help readers understand origins better, and to see why the data may be viewed in more than one way.” (Of Pandas and People, 2nd ed. 1993, pg. viii) Quote B: “If science is based upon experience, then science tells us the message encoded in DNA must have originated from an intelligent cause. But what kind of intelligent agent was it? On its own, science cannot answer this question; it must leave it to religion and philosophy. But that should not prevent science from acknowledging evidences for an intelligent cause origin wherever they may exist. This is no different, really, than if we discovered life did result from natural causes. We still would not know, from science, if the natural cause was all that was involved, or if the ultimate explanation was beyond nature, and using the natural cause.” (Of Pandas and People, 2nd ed., 1993, pg. 7) Quote C: “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. -
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.................................................................................................. -
The Design Argument
The design argument The different versions of the cosmological argument we discussed over the last few weeks were arguments for the existence of God based on extremely abstract and general features of the universe, such as the fact that some things come into existence, and that there are some contingent things. The argument we’ll be discussing today is not like this. The basic idea of the argument is that if we pay close attention to the details of the universe in which we live, we’ll be able to see that that universe must have been created by an intelligent designer. This design argument, or, as its sometimes called, the teleological argument, has probably been the most influential argument for the existence of God throughout most of history. You will by now not be surprised that a version of the teleological argument can be found in the writings of Thomas Aquinas. You will by now not be surprised that a version of the teleological argument can be found in the writings of Thomas Aquinas. Aquinas is noting that things we observe in nature, like plants and animals, typically act in ways which are advantageous to themselves. Think, for example, of the way that many plants grow in the direction of light. Clearly, as Aquinas says, plants don’t do this because they know where the light is; as he says, they “lack knowledge.” But then how do they manage this? What does explain the fact that plants grow in the direction of light, if not knowledge? Aquinas’ answer to this question is that they must be “directed to their end” -- i.e., designed to be such as to grow toward the light -- by God. -
Evidence for Design in Physics and Biology: from the Origin of the Universe to the Origin of Life
52 stephen c. meyer Pages 53–111 of Science and Evidence for Design in the Universe. The Proceedings of the Wethersfield Institute. Michael Behe, STEPHEN C. MEYER William A. Dembski, and Stephen C. Meyer (San Francisco: Ignatius Press, 2001. 2000 Homeland Foundation.) EVIDENCE FOR DESIGN IN PHYSICS AND BIOLOGY: FROM THE ORIGIN OF THE UNIVERSE TO THE ORIGIN OF LIFE 1. Introduction In the preceding essay, mathematician and probability theo- rist William Dembski notes that human beings often detect the prior activity of rational agents in the effects they leave behind.¹ Archaeologists assume, for example, that rational agents pro- duced the inscriptions on the Rosetta Stone; insurance fraud investigators detect certain ‘‘cheating patterns’’ that suggest intentional manipulation of circumstances rather than ‘‘natu- ral’’ disasters; and cryptographers distinguish between random signals and those that carry encoded messages. More importantly, Dembski’s work establishes the criteria by which we can recognize the effects of rational agents and distinguish them from the effects of natural causes. In brief, he shows that systems or sequences that are both ‘‘highly com- plex’’ (or very improbable) and ‘‘specified’’ are always produced by intelligent agents rather than by chance and/or physical- chemical laws. Complex sequences exhibit an irregular and improbable arrangement that defies expression by a simple formula or algorithm. A specification, on the other hand, is a match or correspondence between an event or object and an independently given pattern or set of functional requirements. As an illustration of the concepts of complexity and speci- fication, consider the following three sets of symbols: 53 54 stephen c. -
Distinguishing Science from Philosophy: a Critical Assessment of Thomas Nagel's Recommendation for Public Education Melissa Lammey
Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2012 Distinguishing Science from Philosophy: A Critical Assessment of Thomas Nagel's Recommendation for Public Education Melissa Lammey Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] THE FLORIDA STATE UNIVERSITY COLLEGE OF ARTS & SCIENCES DISTINGUISHING SCIENCE FROM PHILOSOPHY: A CRITICAL ASSESSMENT OF THOMAS NAGEL’S RECOMMENDATION FOR PUBLIC EDUCATION By MELISSA LAMMEY A Dissertation submitted to the Department of Philosophy in partial fulfillment of the requirements for the degree of Doctor of Philosophy Degree Awarded: Spring Semester, 2012 Melissa Lammey defended this dissertation on February 10, 2012. The members of the supervisory committee were: Michael Ruse Professor Directing Dissertation Sherry Southerland University Representative Justin Leiber Committee Member Piers Rawling Committee Member The Graduate School has verified and approved the above-named committee members, and certifies that the dissertation has been approved in accordance with university requirements. ii For Warren & Irene Wilson iii ACKNOWLEDGEMENTS It is my pleasure to acknowledge the contributions of Michael Ruse to my academic development. Without his direction, this dissertation would not have been possible and I am indebted to him for his patience, persistence, and guidance. I would also like to acknowledge the efforts of Sherry Southerland in helping me to learn more about science and science education and for her guidance throughout this project. In addition, I am grateful to Piers Rawling and Justin Leiber for their service on my committee. I would like to thank Stephen Konscol for his vital and continuing support.