What to do aboutIntelligent Design?

Harry Klemfuss, Ph.D.VA San Diego Healthcare System

Content Review Panel2006 Science Primary Adoption

Beware the March of IDs

March 15, 2006

I. What is ID?

Why teach it?

Discussion?

II. What to do about it?

The first half of this presentation is based on information provided by:

The opinions expressed by the speaker in this presentation are not

necessarily those of the speaker

Nor of the

VA San Diego Healthcare System

or

The Department of Veterans Affairs

or

The Federal Government...

...Then again:

Union-Tribune, August 19, 2005

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

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.

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

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

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)

Both ID and Evolution

Both ID and Evolution Theory

Not about Religion

Not incompatible with Religion

Both ID and Evolution Theory

Are not based on the Bible or any other religious teaching

Creationism is.

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

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

Five reasons why Intelligent Design should be taught:

2) Evolution has serious flaws Jonathon Wells

Peppered Moths• Moths don’t rest on tree trunks• Fly at night• Photos staged

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

Cambrian Explosion

Conway Morris, 2003

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

Five reasons why Intelligent Design should be taught:

3) ID is scientifically validWilliam Dembski

Evidence of Design

• Cicero's Sundial

• Paley's Watch

• Complex Specified Information

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

Five reasons why Intelligent Design should be taught:

3) ID is scientifically validMichael Behe

Irreducible Complexity

• Darwin & the cell

• The Mousetrap

Five reasons why Intelligent Design should be taught:

3) ID is scientifically validIrreducible Complexity

• Clotting

=

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”

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

Why ID should be taught

1. Many people think ID should be taught

2. Evolution theory has major flaws

3. ID is a scientific alternative

4. Teach critical thinking and fair play

5. Oppose materialism

Rebuttal

1. 726 Steves say ID shouldn't be taught

2. Evolution theory has minor gaps

3. ID is not a scientific theory

4. ID is not an alternative to Evolution

5. Philosophy is OK, too

National Center for Science Education

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

Who is the Ghostly Omniscient Designer?

a) A visitor from another galaxyb) The Flying Spaghetti Monsterc) Philip E. Johnsond) None of the above

Two reasons why Intelligent Design should not be taught:

• ID is Religion

• ID is not Science

What to do aboutIntelligent Design?

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

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

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

Where is ID coming from?

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

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

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.

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."

The Front Lines

Local School Boards: Kitzmiller vs Dover: 12/14/04: 11 Dover parents including Tammy

Kitzmller, ACLU, filed federal suit12/20/04: Dover School Board retained

Thomas More Legal Center pro bono9/26-11/14/05 Trial- Behe testifies

The Front Lines

Local School BoardsKitzmiller 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

The Front Lines

Lebec, CAPhilosophy 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 Darwin’s 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

State School Boards

Science Standards: What students are expected to learn

Science Textbooks: Tool for teaching and learning

Science Standards: The Fordham Report, 2005

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

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.

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

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…"

"In California, we are nationally recognized for the quality of our academic standards, including our science standards. Today’s ruling provides additional assurance that attempts to inject non-scientifically based theory, like 'intelligent design' will not be successful here.

State Supt. Jack O’Connell 12/20/05

“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 O’Connell 12/20/05

What to do?

Act locally- Blunt the WedgeMonitor School BoardsLocal textbook adoptionsAsk the teachersAsk the studentsOffer to help

What to do?

State and National: Blunt the wedgeMaintain control of textbooksDemand high standards Don't believe pollsKeep an eye on Congress

What to do?

State and National: Dampen the blanketDon’t debate science vs religionDon’t legitimize creation “science”Accept that science isn’t everything

Philosophy, ethics, religion are OKRepeat- Scientists support Evolution More Research is Needed

What to do?Letter to Kansas School Board MembersI 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