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• POINTS TO COVER
• Quick rehash of the basic issue.
• The meaning of design.
• Two subtly different meanings
• ID and school curriculum.
• My view
• Judge Jones view
• Steve Fullers view
• Steve Fuller and Carolus Linnæus on science and
  religion.
• Linnæus two questions to Sami herdsmen.

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• SUMMARY OF BIOLOGISTS vs. ID-ists
• MAINSTREAM BIOLOGY
• Organisms have evolved by neo-Darwinian natural
  selection, i.e. chance mutations plus survival
  of the fittest.
• ID PROPONENTS
• Organisms display properties which cannot arise
  by chance (irreducible complexity).
• Hence, neo-Darwinian natural selection is en
  erroneous theory.
• Intelligence is behind the appearance (creation)
  of organisms.

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1. THE MEANING OF DESIGN
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Two subtly different meanings Design is a
form (or product) intentionally shaped by a
designer for a purpose. Logically dependent on
the concepts of designer and purpose. (1) a
property of a whole serving a function, not
reducible to the sum of the properties of parts
but expressive of their interplay. Logically
prior to the concept of designer (but dependent
on the general concept of function). (2)
E.g. that interplay between a hearts parts which
makes the heart into a pump.
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An example THE FUNCTION OF THE HEART IS TO
PUMP. (PUMPING BLOOD IS WHAT THE HEART IS FOR)
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To say that the heart has the design of a pump
(shape, function, construction) is to say
something about the interplay of its parts
now. It is not a statement about the hearts
origin.
Neither is it to imply anything specific about
the cause(s) (designer) behind the design. The
intelligibility of design does not logically
imply that the cause(s) (designer) is or was
intelligent.
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Do not confuse understanding of functional
usefulness with explanation of origin! The
usefulness (role, function, purpose) of the
heart in the body is understood without any
reference to evolution whatsoever. Evolution
does not define the hearts usefulness to the
body, but explains its origin.
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The existence of intelligent observers, who
perceive an intelligible design, does not
logically imply the existence of an intelligent
designer. Assuming an intelligent designer
(God) behind the design of nature is to state an
empirical hypothesis, not to draw a logical
conclusion. For the designer (God) hypothesis
to be scientific (and not merely metaphysical),
it must yield testable predictions or falsify
some existing empirical hypothesis. So far,
neither is convincingly the case.
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2. ID AND SCHOOL CURRICULUM
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• SHOULD ID BE TAUGHT IN SCIENCE CLASS IN SCHOOL?
• MY VIEW
• If the metaphysics of science is generally
  treated in the science class Why not ID? Else
  No (not yet, if ever)!
• By claiming to disprove Darwinism by statistical
  calculus, that part of ID could in principle
  qualify as scientific (as opposed to merely
  metaphysical). But, so far only as weak and
  marginal science and hence should not be taught
  in school science classes.

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SHOULD ID BE TAUGHT IN SCIENCE CLASS IN
SCHOOL? JUDGE JONES No! ID is religion, not
science and so, for US constitutional reasons,
must not be taught in Biology class. STEVE
FULLER Why not? religion needs to be
discussed in science classes. I cant see how one
can simply hold science and religion in suspended
animation apart from each other. Historically,
many a great scientist, e.g. Linnæus, were driven
by religious motives.
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3. FULLER AND LINNÆUS ON SCIENCE AND RELIGION
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Caroli Linnæi Iter Laponicum Dei
Gratia Institutum 1732 --- O ENS ENTIUM
miserere mei.!!! O BEING OF BEINGS, have
mercy on me.!!! ----
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När renen går, så knäpper dett i foten. Jag
undrade därpå, och sökte orsaken, då jag frågade,
svarade alla, ty vår herre har så skapat honom,
jag frågade huru vår herre honom skapat att dett
knäpper. Sed ad hoc Forbesius nihil. Jag tog i
fot leden, drog, brot, räckte uht, stötte
samman When the reindeer walks a snapping
sound arises from the hoof. I was curious and
looked for the cause. When I asked about it,
everybody answered because Our Lord so created
him. I asked how Our Lord created him such that
there is this snapping sound. But I got no reply.
I grabbed the hoof by the joint, pulled, bent,
compressed
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Linnaeus Why does the hoof
snap? Sami herdsman Because God created
the reindeer that way. Linnaeus
How did the Lord create the hoof for it to
snap? Sami herdsman silence
Linnaeus Starts to examine the hoof
experimentally, looking for an immanent
cause. I got it! The snap arises
because etcetera
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• CONCLUSIONS
• ID is not, or hardly, science.
• ID should not be taught as science in school
  but may well be discussed in metaphysics hours.
• Religious inspiration does not make transcendent
  causes legitimate in science. (They require a
  wider philosophical or theological context.)

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