Give intelligent design a place in classrooms

Although the debate over whether intelligent design should be taught concurrently with the theory of evolution is not new, it didn’t receive as much attention until President Bush suggested that it should. Not only did the comment draw sharp criticism from the press, the Democratic Party Chairman Howard Dean quickly labeled the president as “anti-science.” Now it’s not only a question of science or education, it’s a political issue, as well.

Intelligent design opponents contend it is creationism. While these challengers of the concept attempt to couple the two theories, they also are busy trying to separate evolution from Darwinism, which is taught to our children as scientific fact. I believe that’s where the real problem exists.

A primary thesis against intelligent design offers that it is not theory because claiming that nature was designed explains nothing about nature. Of course, it is easier for the evolutionist to accept that we are all a result of some natural process beginning with pre-historic swamp scum. Many of the science textbooks used today present as fact a starting point in addition to a process of evolution. Again, that’s part of the problem.

We are often told “real” scientists have not provided evidence that might support intelligent design. They suggest it is only disguised creationism. I would expect nothing less from anyone who worships Darwinism. But, they are negligent when they ignore the growing number of “real” scientists who find value in the theory of intelligent design.

For an insight, read the works of Jonathan Wells, a biologist with two PhDs. Wells contends Darwinian evolution is a theory in crisis that distorts the truth to maintain its influence over scientific education.

We can look to Michael Behe, professor of biology at Lehigh University, who wonders if dogged opponents of intelligent design have something on their minds other than pure science. Or, we could ask either University of Georgia biology professor Russell Carlson or William Harris, professor of medicine at the University of Missouri-Kansas City. They have both argued that Darwinism is scientifically controversial. A growing number of scientists believe that the complexity of the cell cannot be accounted for in evolution by natural selection.

I am told that science is a connecting of theoretical and factual claims that are often revised and where one change can produce a multitude of additional modifications. I also understand that theory is merely explanation based on scientific study and reasoning, not necessarily fact. With this in mind, both Darwinism and intelligent design are theories. Shouldn’t our children know that?

Students who are exposed to only one side of an issue remain in the dark. Let’s give our children the choice of debate and the opportunity to use their intelligence, regardless of whether you believe that intelligence is a result of created design or random selection.

Columnists – Opinion – Port Huron Times-Herald – www.thetimesherald.com