Time to Hit the Holy Books: Evolution and Intelligent Design in the Classroom
1232 Words5 Pages
It would be an understatement to claim that the realms of faith and reason rarely conflict. Since the earliest days of scientific inquiry, these two spheres of thought have been locked in a vicious battle, only letting up as religion has gradually modernized to accommodate newer understandings of the universe. But, as is the nature of any age-old debate, the fires fueling this conflict have once again been fed, this time with the controversy surrounding the teaching of Intelligent Design in public schools. The proponents of this alternative “theory” to the origins of life claim that they have been silenced by the Darwinian establishment and support integrating their ideas into the classroom through such means as textbook disclaimers or expressions of doubt as to evolution’s legitimacy. However, this issue is not the suppression of scientific innovation which supporters of ID claim it to be, but only a dismissal of an inherently religious pseudoscientific idea with no concrete evidence to scrutinize. This is not an issue of teaching the controversy, but teaching the facts.
What exactly is Intelligent Design? Anyone with a subscription to cable television is probably aware of the role that this topic plays in the political climate of the day. With the recent resurgence of religious fundamentalism and the ever-present conflict between faith and reason, it’s no wonder that an idea so attractive to those in the Religious Right would be receiving so much attention and so much support for implementation into public schools. But what are the arguments supporting this alternative “theory,” and what is it about it that gets the Darwinists so riled up? Are our nation’s students not getting the whole truth? Are biologists such as Richard Daw...
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