Life in the Big Tent: Traditional Creationism and the Intelligent Design Community
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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” ..................................................................................... -
The Mystery of Life's Origin
The Mystery of Life’s Origin The Continuing Controversy CHARLES B. THAXTON, WALTER L. BRADLEY, ROGER L. OLSEN, JAMES TOUR, STEPHEN MEYER, JONATHAN WELLS, GUILLERMO GONZALEZ, BRIAN MILLER, DAVID KLINGHOFFER Seattle Discovery Institute Press 2020 Description The origin of life from non-life remains one of the most enduring mysteries of modern science. The Mystery of Life’s Origin: The Continuing Controversy investigates how close scientists are to solving that mystery and explores what we are learning about the origin of life from current research in chemistry, physics, astrobiology, biochemistry, and more. The book includes an updated version of the classic text The Mystery of Life’s Origin by Charles Thaxton, Walter Bradley, and Roger Olsen, and new chapters on the current state of the debate by chemist James Tour, physicist Brian Miller, astronomer Guillermo Gonzalez, biologist Jonathan Wells, and philosopher of science Stephen C. Meyer. Copyright Notice Copyright © 2020 by Discovery Institute, All Rights Reserved. Library Cataloging Data The Mystery of Life’s Origin: The Continuing Controversy by Charles B. Thaxton, Walter L. Bradley, Roger L, Olsen, James Tour, Stephen Meyer, Jonathan Wells, Guillermo Gonzalez, Brian Miller, and David Klinghoffer 486 pages, 6 x 9 x 1.0 inches & 1.4 lb, 229 x 152 x 25 mm. & 0.65 kg Library of Congress Control Number: 9781936599745 ISBN-13: 978-1-936599-74-5 (paperback), 978-1-936599-75-2 (Kindle), 978-1-936599-76-9 (EPUB) BISAC: SCI013040 SCIENCE / Chemistry / Organic BISAC: SCI013030 SCIENCE / Chemistry / Inorganic BISAC: SCI007000 SCIENCE / Life Sciences / Biochemistry BISAC: SCI075000 SCIENCE / Philosophy & Social Aspects Publisher Information Discovery Institute Press, 208 Columbia Street, Seattle, WA 98104 Internet: http://www.discoveryinstitutepress.com/ Published in the United States of America on acid-free paper. -
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 Case Against Intelligent Design
1 THE CASE AGAINST INTELLIGENT DESIGN. The Faith That Dare Not Speak Its Name by Jerry Coyne Post date: 08.11.05 Issue date: 08.22.05 Of Pandas and People By Percival Davis and Dean H. Kenyon (Haughton Publishing Company, 170 pp., $24.95) I. Exactly eighty years after the Scopes "monkey trial" in Dayton, Tennessee, history is about to repeat itself. In a courtroom in Harrisburg, Pennsylvania in late September, scientists and creationists will square off about whether and how high school students in Dover, Pennsylvania will learn about biological evolution. One would have assumed that these battles were over, but that is to underestimate the fury (and the ingenuity) of creationists scorned. The Scopes trial of our day--Kitzmiller, et al v. Dover Area School District et al-- began innocuously. In the spring of 2004, the district's textbook review committee recommended that a new commercial text replace the outdated biology book. At a school board meeting in June, William Buckingham, the chair of the board's curriculum committee, complained that the proposed replacement book was "laced with Darwinism." After challenging the audience to trace its roots back to a monkey, he suggested that a more suitable textbook would include biblical theories of creation. When asked whether this might offend those of other faiths, Buckingham replied, "This country wasn't founded on Muslim beliefs or evolution. This country was founded on Christianity and our students should be taught as such." Defending his views a week later, Buckingham reportedly pleaded: "Two thousand years ago, someone died on a cross. -
Biology & Science Fact Sheet
© 2006 Summit Ministries (summit.org) BIOLOGY & SCIENCE FACT SHEET KEY VERSES: Genesis 1 John 1:1–3 Hebrews 11:3 Mark 10:6 Colossians 1:16–17 KEY PUBLICATIONS: Answers Magazine | www.answersingenesis.org | Creation Research Society Quarterly | www.creationresearch.org | Acts & Facts | www.icr.org | KEY QUOTES: Evolutionists "Evolution is a fact amply demonstrated by the fossil record and by contemporary molecular biology. Natural selection is a successful theory devised to explain the fact of evolution."1 "Man is the result of a purposeless and natural process that did not have him in mind. He was not planned. He is a state of matter, a form of life, a sort of animal, and a species of the Order Primates, akin nearly or remotely to all of life and indeed to all that is material."2 "Biology teaches us that the species man was not specially created but is merely, in a long chain of evolutionary changes of forms of life, the last link, made in the likeness not of God but of nothing so much as an ape."3 "With me, the horrid doubt always arises whether the convictions of man's mind, which has been developed from the mind of lower animals, are of any value or at all trustworthy. Would any one trust in the convictions of a monkey's mind, if there are any convictions in such a mind?"4 Creationists/ID "The essential point of creation has nothing to do with the timing or the mechanism the Creator chose to employ, but with the element of design or purpose. -
Teach the Controversy” Slogan?
What’s Wrong with the “Teach the Controversy” Slogan? WHAT’S WRONG WITH THE “TEACH THE CONTROVERSY” SLOGAN? EUGENIE C. SCOTT National Center for Science Education ABSTRACT. Teachers are often exhorted by creationists to “teach the contro- versy.” Although such encouragement sounds on the surface like a proposal for critical thinking instruction, the history of the creationist movement in North America belies this claim. Rather than teach students to analyze and evaluate actual scientific controversies, the intent of “teach the controversy” exhortations is to have teachers instruct students that evolution is weak or unsubstantiated science that students should not take seriously. Such instruc- tion in alleged “evidence against evolution,” or “critical analysis of evolution” would seriously mis-educate students, and should be resisted by teachers and administrators. EN QUOI LE SLOGAN « ENSEIGNER LA CONTROVERSE » POSE T’IL LE PROBLÈME ? RÉSUMÉ. Les créationnistes encouragent souvent les professeurs à « enseigner la controverse ». Même si au premier abord de tels encouragements peuvent ressembler à la proposition d’une méthode de pensée critique, l’histoire du mouvement créationniste en Amérique du Nord dément cette affirmation. Plutôt que d’enseigner aux étudiants comment analyser et évaluer des con- troverses actuelles scientifiques, la finalité des exhortations à « enseigner la controverse » consiste à faire en sorte que les professeurs enseignent aux étudiants que l’évolution est une science faible ou non corroborée et que les étudiants ne devraient donc pas la prendre au sérieux. De telles directives quant à la présumée « preuve contre l’évolution » ou l’« analyse critique de l’évolution » contribueraient à sérieusement inculquer aux étudiants des con- naissances erronées, et les professeurs et les administrateurs doivent résister à ces directives. -
O:\Jones\Neiburg\Dover Area School District\Final Dover Opinion.Wpd
Case 4:04-cv-02688-JEJ Document 342 Filed 12/20/2005 Page 1 of 139 IN THE UNITED STATES DISTRICT COURT FOR THE MIDDLE DISTRICT OF PENNSYLVANIA TAMMY KITZMILLER, et al. : Case No. 04cv2688 : Plaintiffs : Judge Jones : v. : : DOVER AREA SCHOOL DISTRICT, et al.,: : Defendants. : MEMORANDUM OPINION December 20, 2005 INTRODUCTION: On October 18, 2004, the Defendant Dover Area School Board of Directors passed by a 6-3 vote the following resolution: Students will be made aware of gaps/problems in Darwin’s theory and of other theories of evolution including, but not limited to, intelligent design. Note: Origins of Life is not taught. On November 19, 2004, the Defendant Dover Area School District announced by press release that, commencing in January 2005, teachers would be required to read the following statement to students in the ninth grade biology class at Dover High School: The Pennsylvania Academic Standards require students to learn about Darwin’s Theory of Evolution and 1 Case 4:04-cv-02688-JEJ Document 342 Filed 12/20/2005 Page 2 of 139 eventually to take a standardized test of which evolution is a part. Because Darwin’s Theory is a theory, it continues to be tested as new evidence is discovered. The Theory is not a fact. Gaps in the Theory exist for which there is no evidence. A theory is defined as a well-tested explanation that unifies a broad range of observations. Intelligent Design is an explanation of the origin of life that differs from Darwin’s view. The reference book, Of Pandas and People, is available for students who might be interested in gaining an understanding of what Intelligent Design actually involves. -
Creation Science Assoc., Mid-America Lending Library
CASE FOR A CREATOR – Lee Strobel (60 min) Based on CREATION SCIENCE New York Times bestseller, this is a remarkable film with mind-stretching discoveries from cosmology, cellular biology, ASSOC., MID-AMERICA DNA research, astronomy, physics, etc. leading to the Creator. LENDING LIBRARY CHEMICALS TO LIVING CELL: FANTASY OR SCIENCE? – by Dr. Jonathan Sarfati (57 min) This Ph.D. VIDEOTAPES – AUDIO TAPES chemist shows how the laws of real chemistry prevent non- SLIDE SETS – FILMSTRIPS - BOOKS living chemicals from arranging themselves into living cells. Excellent resources for Schools, CLIMATE CHANGE AND CREATION – by John Mackay Churches, Home Schools, Bible Study (60 min) Is man causing global warming? Does the Bible speak about global warming? A picture of the world’s Library services are available on a free-will offering basis. weather from the Word of the Creator who was there, CSA LENDING LIBRARY CREATED COSMOS - designed by Dr. Jason Lisle (23 8904 Mastin; Overland Park, Ks 66212 minutes) Creation Museum planetarium presentation journeys (913) 492-6545 through the solar system to the edge of the known universe to email: [email protected] discover the magnitude of our universe and its Creator. Website: WWW.CSAMA.ORG CREATION ASTRONOMY: Viewing the Universe through Biblical Glasses – by Dr Jason Lisle (36 min) When Updated November 5, 2008 the evidence is properly understood, it supports the Biblical view of a supernaturally created universe only thousands of years ago versus from a ‘big bang’ billions of years ago. HOW TO USE THE CSA CREATION LENDING LIBRARY CREATION & COSMOLOGY – by Dr. Danny Faulkner (63 minutes) Dissects flaws in past and current big bang Audiovisuals from the Lending Library are available without models. -
In the United States District Court Middle District of Pennsylvania
IN THE UNITED STATES DISTRICT COURT MIDDLE DISTRICT OF PENNSYLVANIA TAMMY J. KITZMILLER, et al. ) ) Plaintiffs, ) ) v. ) Civil Action No. 4:04-CV-2688 ) DOVER AREA SCHOOL, ) Hon. John E. Jones, III DISTRICT and DOVER AREA ) SCHOOL DISTRICT BOARD OF ) (Filed Electronically) DIRECTORS, ) ) Defendants, ) ) ____________________________________ (REVISED) BRIEF OF AMICUS CURIAE, THE DISCOVERY INSTITUTE ____________________________________ DAVID K. DEWOLF, ESQ. LEONARD G. BROWN, III, ESQ. RANDALL L. WENGER, ESQ. Attorneys for the Discovery Institute TABLE OF CONTENTS I. TEACHING ABOUT THE THEORY OF INTELLIGENT DESIGN IN A SCIENCE CLASS CAN SERVE MANY IMPORTANT SECULAR PURPOSES. ...................................... 8 A. The Law Does Not Require That Government Action Have No Religious Purpose, But Only That Secular Purposes Predominate......................................................9 B. There Are Many Legitimate Secular Purposes Under Which The Theory Of Intelligent Design Could Be Taught.............................................................................10 C. Curriculum Policies Sanctioning The Teaching Of Design Theory Could Be Constructed In Which Secular Purposes Predominate ...............................................112 II. TEACHERS CAN INFORM STUDENTS ABOUT THE THEORY OF INTELLIGENT DESIGN WITHOUT ADVANCING RELIGION. .................................................................... 112 A. There Are Many Good Reasons For Regarding The Theory Of Intelligent Design As A Scientific Theory..........................................................................................13 -
The College Student's Back to School Guide to Intelligent Design
Revised November, 2014 Part I: Letter of Introduction: Why this Student’s Guide? Part II: What is Intelligent Design? Part III: Answers to Your Professors’ 10 Most Common Misinformed Objections to Intelligent Design (1) Intelligent Design is Not Science (2) Intelligent Design is just a Negative Argument against Evolution (3) Intelligent Design Rejects All of Evolutionary Biology (4) Intelligent Design was Banned from Schools by the U.S. Supreme Court (5) Intelligent Design is Just Politics (6) Intelligent Design is a Science Stopper (7) Intelligent Design is “Creationism” and Based on Religion (8) Intelligent Design is Religiously Motivated (9) Intelligent Design Proponents Don’t Conduct or Publish Scientific Research (10) Intelligent Design is Refuted by the Overwhelming Evidence for Neo-Darwinian Evolution Part IV: Information About the Discovery Institute’s Summer Seminars on Intelligent Design COPYRIGHT © DISCOVERY INSTITUTE, 2014 — WWW.INTELLIGENTDESIGN.ORG PERMISSION GRANTED TO COPY AND DISTRIBUTE FOR NONPROFIT EDUCATIONAL PURPOSES. 2 Part I: Letter of Introduction: Why this Student’s Guide? Welcome to College, Goodbye to Intelligent Design? The famous Pink Floyd song that laments, “We don’t need no education / We don’t need no thought control,” is not just the rant of a rebellious mind; it is also a commentary on the failure of education to teach students how to think critically and evaluate both sides of controversial issues. Few scientists understood the importance of critical thinking better than Charles Darwin. When he first proposed his theory of evolution in Origin of Species in 1859, Darwin faced intense intellectual opposition from both the scientific community and the culture of his day. -
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Evo Edu Outreach (2010) 3:170–182 DOI 10.1007/s12052-010-0217-1 ORIGINAL SCIENTIFIC ARTICLE It's Déjà Vu All Over Again: The Intelligent Design Movement's Recycling of Creationist Strategies Barbara Forrest Published online: 14 April 2010 # Springer Science+Business Media, LLC 2010 Abstract The intelligent design (ID) creationist movement terminology—are the recycled tactics of their creation is now a quarter of a century old. ID proponents at the science predecessors. Discovery Institute, headquartered in Seattle, WA, USA, insist that ID is not creationism. However, it is the direct Keywords Creationism . Intelligent design . Discovery descendant of the creation science movement that began in Institute . Balanced treatment laws . Academic freedom the 1960s and continued until the definitive ruling against legislation . Louisiana Science Education Act . Bobby creationism by the US Supreme Court in Edwards v. Jindal . Louisiana Family Forum . Aguillard 1987, which struck down laws that required National Center for Science Education balancing the teaching of evolution with creationism in public schools. Already anticipating in the early 1980s that Arkansas and Louisiana “balanced treatment” laws would Introduction be declared unconstitutional, a group of creationists led by Charles Thaxton began laying the groundwork for what is The intelligent design (ID) creationist movement has now now the ID movement. After Edwards, Thaxton and his existed long enough for a child to be born, grow up, finish associates promoted ID aggressively until it, too, was college, earn a master's degree, and begin a career. ID is a declared unconstitutional by a federal judge in Kitzmiller quarter of a century old, having formally begun in 1984 with et al. -
Biological Design in Science Classrooms Eugenie C. Scott, And
Biological design in science classrooms Eugenie C. Scott, and Nicholas J. Matzke PNAS published online May 9, 2007; doi:10.1073/pnas.0701505104 This information is current as of May 2007. This article has been cited by other articles: www.pnas.org#otherarticles E-mail Alerts Receive free email alerts when new articles cite this article - sign up in the box at the top right corner of the article or click here. Rights & Permissions To reproduce this article in part (figures, tables) or in entirety, see: www.pnas.org/misc/rightperm.shtml Reprints To order reprints, see: www.pnas.org/misc/reprints.shtml Notes: Biological design in science classrooms Eugenie C. Scott* and Nicholas J. Matzke National Center for Science Education, Inc., 420 40th Street #2, Oakland, CA 94609-2509 Although evolutionary biology is replete with explanations for teaching evolution was not overturned. Other states and many complex biological structures, scientists concerned about evolution local jurisdictions enacted laws or policies that discouraged or education have been forced to confront ‘‘intelligent design’’ (ID), forbade the teaching of evolution, and evolution rapidly disap- which rejects a natural origin for biological complexity. The con- peared from high school textbooks. tent of ID is a subset of the claims made by the older ‘‘creation Evolution was not part of the precollege curriculum for 40 science’’ movement. Both creationist views contend that highly years, until fears of technologically falling behind the Soviet complex biological adaptations and even organisms categorically Union led in the late 1950s to federal money for new science cannot result from natural causes but require a supernatural textbooks—unusually for the time, written by scientists (4).