Intelligent Design

The Center for Science and Culture

The Universe, a Laboratory Designed With Us In Mind?

This article, published by The Washington Times, contains a review of The Privileged Planet, by Discovery Institute Center for Science and Culture Senior Fellows Guillermo Gonzalez and Jay Richards:

Albert Einstein once remarked that the most incomprehensible thing about the universe was that it was comprehensible. For the past few centuries, no one has offered a satisfactory non-theological explanation as to why this should be so.

In recent years, however, a small group of scientists and thinkers have decided to try a novel approach combining science with theology, albeit not of the fundamentalist genre. The result has been the growing and increasingly influential “Intelligent Design” (ID) movement, a major project of the Seattle-based Discovery Institute, where I was a senior fellow for nearly 10 years. I never worked with the ID people, but found the effort fascinating, both as hard science and hard cultural and intellectual struggle.

Specifically, Intelligent Design holds that it is possible to study the biological and physical realms for evidence of design, without positing the identity, intent, or even the competence of the designer. Throughout the ’90s, ID fought mostly against the “sacred creation myth of the materialist West.”

Evolution, the best guess of a brilliant 19th-century scientist, has not been wearing well of late. A lot of little questions are starting to add up to One Big Question — much to the chagrin of the “If it isn’t matter, it doesn’t matter” crowds in science, education, and culture.

“The Privileged Planet,” however, is not about Charles Darwin. It addresses matters pertaining to life, intelligibility, and design in the cosmos as a whole.

Ever since astronomers first figured out that the universe is a pretty big place, the assumption has been that, life-wise, bigger is better. We all know the logic. Posit 100 billion galaxies with 100 billion stars each. If only one in a million has planets, and only one in a million of those can support life, the universe should still be a pretty fecund locale.

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Missouri Legislator Asks CNN to Stop Misrepresenting His Bill

SEATTLE — Missouri state legislator Wayne Cooper has asked CNN to stop spreading misinformation about a bill he sponsored on the teaching of evolution. On April 4th, CNN erroneously reported that Missouri and other states are currently considering proposals that “would fire teachers who refused to teach alternatives to evolution theory….” In a letter to CNN President Jim Walton on April Read More ›

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Government-Sponsored Theology

WACO — Thanks to a nearly $500,000 grant from the National Science Foundation (NSF), public school teachers, and ordinary citizens, are now able to access online a generally helpful guide to evolutionary theory. Called Understanding Evolution: An Evolution Website for Teachers, it is the result of a collaboration between the National Center for Science Education, a private organization, and the Read More ›

CNN Airs False Report Claiming Teachers will be Fired

FOR IMMEDIATE RELEASE APRIL 6, 2004 SEATTLE, APRIL 6 — CNN is being urged to correct the record after airing a false report about proposed legislation in Missouri it claimed “would fire teachers who refused to teach alternatives to evolution.” In fact, the provision cited by CNN is no longer part of the Missouri bill. “Its whole story about legislation to Read More ›

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Evolving Double Standards

The National Center for Science Education (NCSE) is on the front lines of the battle to keep religion out of the nation’s science classrooms. A group whose self-described mission is “Defending the Teaching of Evolution in the Public Schools,” the NCSE routinely condemns anyone who wants to teach faith-based criticisms of evolutionary theory for trying to unconstitutionally mix church and Read More ›

Media interview and round table discussion at popular scientific conference.
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Key Resources for Parents and School Board Members

Are you a parent or a school board member interested in improving the teaching of evolution in your local schools? Below are resources you will find helpful as you try to do this, including materials you can print out and submit to your school board. These materials and resources describe why teaching “the full range of scientific views” about evolution Read More ›

How to Teach the Controversy Legally

Want to teach the scientific controversy over evolution but aren’t sure what is allowable? This short video clearly and concisely summarizes the legal framework for teaching about evolution. A great resource for teachers, school board members, and parents, this video features interviews with scientists and legal scholars and explains how to teach the controversy over evolution in a legally responsible Read More ›

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Teaching about Scientific Dissent from Neo-Darwinism

In their recent Opinion article in TREE1, Eugenie Scott and Glenn Branch argue that teaching students that there is a scientific controversy about the ‘validity of evolution’ is ‘scientifically inappropriate and pedagogically irresponsible’. In so doing, Branch and Scott assume that they have critiqued my position on the teaching of evolution. But they fail to define their terms and engage the Read More ›