Intelligent Design

The Center for Science and Culture

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Students In Science Class
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Darwin in the Classroom

After months of debate, the Ohio State Board of Education unanimously adopted science standards on Dec. 10 that require Ohio students to know “how scientists continue to investigate and critically analyze aspects of evolutionary theory.” Ohio thus becomes the first state to mandate that students learn not only scientific evidence that supports Darwin’s theory but also scientific evidence critical of Read More ›

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Alan Gishlick and the NCSE

Apparently, Gishlick has decided that the icons of evolution are not simply mistakes that can be corrected or ignored; instead, they must be defended at all costs. Read More ›

Intelligent Design Could Offer Fresh Ideas on Evolution

There is a growing public debate over how best to teach evolution in America’s schools. But contrary to Alan Leshner (” ‘Intelligent design’ theory threatens science classrooms,” Nov. 22), that debate is not focused on requiring students to learn the theory of intelligent design. Neither the Cobb County School Board in Georgia nor the Ohio State Board of Education mentioned Read More ›

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Intelligent Design and Creationism Just Aren’t the Same

Recent news accounts about controversies over evolution in Ohio and Georgia have contained references to the scientific theory of “intelligent design.” Some advocates of Darwinian evolution try to conflate “intelligent design” (ID) with “creationism,” sometimes using the term “intelligent design creationism.”1 In fact, intelligent design is quite different from “creationism,” as even some of its critics have acknowledged. University of Read More ›

Has Darwin Met His Match?

In the December 2002 issue of Commentary, Discovery Institute Senior Fellow, David Berlinski, offered this thoughtful, respectful, mid-course evaluation of intelligent design. David has established some important intellectual milestones that have been passed, as well as setting goal lines yet to be met. For another mid-course evaluation see William Dembski’s Becoming a Disciplined Science For letters & responses to this Read More ›

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Evidence for Design in Physics and Biology

1. Introduction In the preceding essay, mathematician and probability theorist William Dembski notes that human beings often detect the prior activity of rational agents in the effects they leave behind.1 Archaeologists assume, for example, that rational agents produced the inscriptions on the Rosetta Stone; insurance fraud investigators detect certain “cheating patterns” that suggest intentional manipulation of circumstances rather than “natural” …

The Third Mode of Explanation

In our workaday lives we find it important to distinguish between three modes of explanation: necessity, change, and design. More generally, given an event, object, or structure, we want to know: Did it have to happen? Did it happen by accident? Did an intelligent agent cause it to happen? Read More ›

Report from Hillsdale College Symposium on ID

The symposium speakers were (in order of appearance) Larry Arnhart (Northern Illinois University), Michael Ruse (Florida State University), Mano Singham (Case Western Reserve University), Michael Behe (Lehigh University), Niles Eldredge (American Museum of Natural History), Jonathan Wells (Discovery Institute), and William Dembski (Baylor University). The symposium ended with a Hillsdale College Faculty Roundtable chaired by David Whalen (English) and consisting Read More ›