Lesson Plan: Taking Darwin’s Challenge

In Origin of Species Darwin challenged future generations of scientists to remember that “a fair result can beobtained only by fully stating and balancing the facts and arguments on both sides of each question.” Despite the fact that leading science education theorists agree that students learn science best when taught “todiscriminate between evidence that supports … or doesnot support”1 a given concept, many modern defenders ofDarwin’s ideas Read More ›

The Return of the God Hypothesis

Historian of science Frederic Burnham has stated that the God hypothesis is now a more respectable hypothesis than at any time in the last one hundred years. This essay explores recent evidence from cosmology, physics, and biology, which provides epistemological support, though not proof, for belief in God as conceived by a theistic worldview. It develops a notion of epistemological support based upon explanatory power, rather than just deductive entailment. It also evaluates the explanatory power of theism and its main metaphysical competitors with respect to several classes of scientific evidence. The conclusion follows that theism explains a wide ensemble of metaphysically-significant evidences more adequately and comprehensively than other major worldviews or metaphysical systems. Thus, unlike much recent scholarship that characterizes science as either conflicting with theistic belief or entirely neutral with respect to it, this essay concludes that scientific evidence actually supports such belief. Read More ›

Educators Briefing Packet

This briefing packet was developed in order to provide you with clear and accurate information about the scientific theory of intelligent design: what it is, how it originated, and how it differs from neo-Darwinism. As staff members of Discovery Institute and its Center for Science & Culture, we developed this packet to help teachers understand the issue. However, it’s vital …