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Who? Would Be A Good First Question

This is getting far too common. The House of Representatives in Pennsylvania is considering a bill that would allow local school boards to mandate the teaching of "intelligent" design in their science classes. This despite the fact that the concept is based on myths and legends and has absolutely no scientific foundation.

At least the state has a few legislators who are willing to ask the right questions.

"I’ve always viewed evolution as sort of the ultimate design. It would change and adapt and accommodate to whatever the situation was," said Rep. P. Michael Sturla. "When did the intelligent design occur, in your theory?"

Behe [biology professor at Lehigh University] had no answer.

"Questions like, ‘When did the designing take place?’ … are all good questions. We’d love to have answers for them, but they are separate questions from the question, ‘Was this designed in the first place?"’ Behe said.

With respect to the Professor, when it comes to the concept of an "intelligent designer", when and who (or what) cannot be separate questions. If you adopt the basic premise, those are exactly the first questions the ID mystics should address. And at that point you have crossed the line from science into religion, something to be studied in another classroom.

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2 Comments

  1. I can’t figure out why teachers can’t just teach evolution from a “warts and all” perspective. Explain what evolution is, what it purports to explain, what the science says the theory actually does explain, AND — very importantly — what evolution doesn’t explain and what questions it hasn’t answered. In other words, teach the theory froma complete perspective, including its shortcomings.

    That would allow kids to get the full scoop on evolution and see it from a SCIENTIFIC standpoint, not a theological standpoint, and leave room for the kids’ faith along with their education in science.

    Unfortunately, however, it seems a lot of evolution proponents don’t even want to admit to the theory’s shortfalls, and the theory is presented as a system of facts that explain everything. This as much as anything prompts the hand-waving alternative theories to make their way in to the classroom.

  2. Robert, that is a load of crap. People oppose the teaching of evolution because of their theology, not the way evolution is taught. A much bigger reason that people are against evolution is that in some parts of the country it hasn’t really been taught for years, maybe ever.

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