What to do about Intelligent Design Harry Klemfuss, Ph'D' VA San Diego Healthcare System Content Rev

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What to do aboutIntelligent Design?Harry
Klemfuss, Ph.D.VA San Diego Healthcare
SystemContent Review Panel2006 Science Primary
Adoption
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Beware the March of IDsMarch 15, 2006
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• I. What is ID?
• Why teach it?
• Discussion?
• II. What to do about it?

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The first half of this presentation is based on
information provided by
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• The opinions expressed by the speaker in this
  presentation are not necessarily those of the
  speaker

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• Nor of the
• VA San Diego Healthcare System
• or
• The Department of Veterans Affairs
• or
• The Federal Government...

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• ...Then again

Union-Tribune, August 19, 2005
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What is ID Theory?

• The theory of intelligent design holds that
  certain features of the universe and of living
  things are best explained by an intelligent
  cause, not an undirected process such as natural
  selection
• Discovery Institute

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What is ID Theory?

• The universe or parts of the universe have been
  specifically designed by an intelligence.
• It is possible to detect evidence of intelligent
  design by evaluating the degree of complexity.
• Most ID theory has been directed at the diversity
  of species on earth.

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What is Evolution Theory?

• The modern theory of evolution states that
  species derive from a common ancestor via descent
  with modification due to actions of natural
  selection on genetic variation

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What is Evolution?

• In fact, evolution can be precisely defined as
  any change in the frequency of alleles within a
  gene pool from one generation to the next."
  Helena Curtis and N. Sue Barnes, Biology, 1989

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What is Evolution?

• Micro-evolution Change in the frequency of
  alleles within a species (fact)
• Macro-evolution Change in genetic composition so
  that a new species is produced (theory)

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Both ID and Evolution
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Both ID and Evolution Theory

• Not about Religion
• Not incompatible with Religion

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Both ID and Evolution Theory

• Are not based on the Bible or any other religious
  teaching
• Creationism is.

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Main difference between ID and Evolution Theory

• Intelligent design theory states that the process
  by which species were formed is nonrandom and
  directed
• Evolution theory states that the process is
  random and undirected

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Five reasons why Intelligent Design should be
taught

• 1) Many smart people think so
• -Political leaders
• -Religious leaders
• -Philosophers and Ethicists
• - 50-75 of Americans
• -Scientists

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Five reasons why Intelligent Design should be
taught

• 2) Evolution has serious flaws
• Jonathon Wells
• Peppered Moths
• Moths dont rest on tree trunks
• Fly at night
• Photos staged

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Five reasons why Intelligent Design should be
taught

• 2) Evolution has serious flaws
• Steven Meyer
• The Cambrian Explosion
• sudden appearance of complex multi-cellular
  macroscopic organisms between 542 and 530
  million years ago

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Cambrian Explosion
Conway Morris, 2003
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Cambrian Explosion

• Absence of intermediates
• Many phyla
• Variety of body plans- then "stasis"
• Sudden leap in information content
• None of this is consistent with Evolution, which
  predicts gradual incremental changes in
  complexity and diversity

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Five reasons why Intelligent Design should be
taught

• 3) ID is scientifically valid
• William Dembski
• Evidence of Design
• Cicero's Sundial
• Paley's Watch
• Complex Specified Information

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Darwin's Concern

• If it could be demonstrated that any complex
  organ existed, which could not possibly have been
  formed by numerous, successive, slight
  modifications, my theory would absolutely break
  down.
• Charles Darwin, Origin of Species 1859

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Five reasons why Intelligent Design should be
taught

• 3) ID is scientifically valid
• Michael Behe
• Irreducible Complexity
• Darwin the cell
• The Mousetrap

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Five reasons why Intelligent Design should be
taught

• 3) ID is scientifically valid
• Irreducible Complexity
• Clotting

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Five reasons why Intelligent Design should be
taught

• 4) ID encourages Critical Thinking
• Scientists should be skeptical of dogma
• Should be open to alternatives
• Students should understand debate
• Teach the controversy

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Five reasons why Intelligent Design should be
taught

• 5) Science isn't everything
• Philosophy, ethics, religion are valid, too
• Evolution leads to materialism
• Implications for society

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Why ID should be taught

• Many people think ID should be taught
• Evolution theory has major flaws
• ID is a scientific alternative
• Teach critical thinking and fair play
• Oppose materialism

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Rebuttal

• 726 Steves say ID shouldn't be taught
• Evolution theory has minor gaps
• ID is not a scientific theory
• ID is not an alternative to Evolution
• Philosophy is OK, too

National Center for Science Education
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Rebuttal

• For a theory to qualify as scientific it must be
• Internally and Externally Consistent
• Parsimonious
• Empirically testable falsifiable
• Based upon multiple observations
• Correctable dynamic
• Progressive provisional
• Useful

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Who is the Ghostly Omniscient Designer?

• a) A visitor from another galaxy
• b) The Flying Spaghetti Monster
• c) Philip E. Johnson
• d) None of the above

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Two reasons why Intelligent Design should not be
taught

• ID is Religion
• ID is not Science

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What to do aboutIntelligent Design?
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Where is ID coming from?

• "Christians in the 20th century have been
  playing defense. . .. What we're trying to do is
  something entirely different. We're trying to go
  into enemy territory, their very center, and blow
  up the ammunition dump. What is their ammunition
  dump in this metaphor? It is their version of
  creation." --Phillip E. Johnson, 2/6/2000

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Where is ID coming from?

• The Wedge
• If we understand our own times, we will know
  that we should affirm the reality of God by
  challenging the domination of materialism and
  naturalism in the world of the mind. With the
  assistance of many friends I have developed a
  strategy for doing this,...We call our strategy
  the "wedge." --Phillip E. Johnson 1992

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Where is ID coming from?

• The Wedge
• (1) fund scientific research supporting ID
• (2) influence public opinion by books,
  conferences, op-eds, articles, teacher training
• (3) Confrontation of scientific materialists

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Where is ID coming from?

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Where is ID coming from?

• The Blanket
• Stephen Meyer
• John West
• Philip Johnson
• 12 Senior Fellows
• 28 Fellows

"All Publicity is Good Publicity" Harry C.
Klemfuss, circa 1930
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What to do about ID?

• ...evolution is still being fought, ironically
  by those whose own DNA proclaims it -- in the
  schools, in the courts, in textbook publishing
  houses Carl Sagan 1996

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The Front Lines

• Local School Boards
• Dover, PA Policy
• 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 will
  not be taught.

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The Front Lines

• Local School Boards
• Dover science teachers required statement
• "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 to see if they would like
  to explore this view in an effort to gain an
  understanding of what Intelligent Design actually
  involves."

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The Front Lines

• Local School Boards
• Kitzmiller vs Dover
• 12/14/04 11 Dover parents including Tammy
  Kitzmller, ACLU, filed federal suit
• 12/20/04 Dover School Board retained Thomas More
  Legal Center pro bono
• 9/26-11/14/05 Trial- Behe testifies

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The Front Lines

• Local School Boards
• Kitzmiller vs Dover Decision 12/20/05
• "In making this determination, we have addressed
  the seminal question of whether ID is science"
  "We have concluded that it is not, and moreover
  that ID cannot uncouple itself from its
  creationist, and thus religious, antecedents.
  Judge John Jones

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The Front Lines

• Lebec, CA
• Philosophy of Intelligent Design This class will
  take a close look at evolution as a theory and
  will discuss the scientific, biological, and
  Biblical aspects that suggest why Darwins
  philosophy is not rock solid. This class will
  discuss Intelligent Design as an alternative
  response to evolution.
• Suit filed 1/10/06 Settled 1/17/06

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State School Boards

• Science Standards
• What students are expected to learn
• Science Textbooks
• Tool for teaching and learning

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Science Standards The Fordham Report, 2005

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State Standards CaliforniaGrade 7

• Biological evolution accounts for the diversity
  of species developed through gradual processes
  over many generations.
• As a basis for understanding this concept
• 1. Students know both genetic variation and
  environmental factors are causes of evolution and
  diversity of organisms.
• 2. Students know the reasoning used by Charles
  Darwin in reaching his conclusion that natural
  selection is the mechanism of evolution.
• 3. Students know how independent lines of
  evidence from geology, fossils, and comparative
  anatomy provide the bases for the theory of
  evolution

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State Standards KansasHigh School

• f. The view that living things in all the major
  kingdoms are modified descendants of a common
  ancestor (described in the pattern of a branching
  tree) has been challenged in recent years by
• i. Discrepancies in the molecular evidence
  (e.g., differences in relatedness inferred from
  sequence studies of different proteins)
  previously thought to support that view.

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State Standards Kansas

• ii. A fossil record that shows sudden bursts of
  increased complexity (the Cambrian Explosion),
  long periods of stasis and the absence of
  abundant transitional forms rather than steady
  gradual increases in complexity, and
• iii. Studies that show animals follow different
  rather than identical early stages of
  embryological development.
• Grade 9-12 Life Science Standards Approved
  February 16, 2006

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State Standards Kansas

• 2001 "Science is the human activity of seeking
  natural explanations for what we observe in the
  world around us."
• 2/14/06 "Science is a systematic method of
  continuing investigation"

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• "In California, we are nationally recognized for
  the quality of our academic standards, including
  our science standards. Todays ruling provides
  additional assurance that attempts to inject
  non-scientifically based theory, like
  'intelligent design' will not be successful here.
• State Supt. Jack OConnell 12/20/05

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• There is an appropriate place in public
  education for discussion about divine creation,
  ultimate purposes, or ultimate causes in
  history-social science or English-language arts
  courses.
• State Supt. Jack OConnell 12/20/05

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What to do?

• Act locally- Blunt the Wedge
• Monitor School Boards
• Local textbook adoptions
• Ask the teachers
• Ask the students
• Offer to help

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What to do?

• State and National Blunt the wedge
• Maintain control of textbooks
• Demand high standards
• Don't believe polls
• Keep an eye on Congress

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What to do?

• State and National Dampen the blanket
• Dont debate science vs religion
• Dont legitimize creation science
• Accept that science isnt everything
• Philosophy, ethics, religion are OK
• Repeat- Scientists support Evolution
• More Research is Needed

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What to do?

• Letter to Kansas School Board Members
• I think we can all look forward to the time when
  these three theories are given equal time in our
  science classrooms across the country, and
  eventually the world One third time for
  Intelligent Design, one third time for Flying
  Spaghetti Monsterism, and one third time for
  logical conjecture based on overwhelming
  observable evidence.
• Bobbie Henderson

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