Transcript What to do about Intelligent Design Harry Klemfuss, Ph.D.

What to do about
Intelligent Design?
Harry Klemfuss, Ph.D.
VA San Diego Healthcare System
Content Review Panel
2006 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 multicellular 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 valid
William 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 valid
Michael Behe
Irreducible Complexity
• Darwin & the cell
• The Mousetrap
Five reasons why Intelligent
Design should be taught:
3) ID is scientifically valid
Irreducible 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.
2.
3.
4.
5.
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
Rebuttal
1.
2.
3.
4.
5.
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
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 galaxy
b) The Flying Spaghetti Monster
c) Philip E. Johnson
d) None of the above
Two reasons why Intelligent
Design should not be taught:
• ID is Religion
• ID is not Science
What to do about
Intelligent 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 suit
12/20/04: Dover School Board retained
Thomas More Legal Center pro bono
9/26-11/14/05 Trial- Behe testifies
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
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 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: California
Grade 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: Kansas
High 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 Wedge
Monitor School Boards
Local textbook adoptions
Ask the teachers
Ask the students
Offer to help
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
What to do?
State and National: Dampen the blanket
Don’t debate science vs religion
Don’t legitimize creation “science”
Accept that science isn’t everything
Philosophy, ethics, religion are OK
Repeat- Scientists support Evolution
More Research is Needed
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