Science fact?
Recently certain Christian scholars in the US have been pushing "equal time" for the intelligent design theory to be taught alongside evolution in schools. Unfortunately what catches on in America sooner or later is perpetuated here. Brendan Nelson (Australian Minister for Education) has been quoted as saying that he would think it fair to give people the right to choose what they want their children to be taught.
I have no problem with teaching your child different points of view, but first they must know what is factual and how one draws scientific facts. Otherwise we are giving parents the right to teach their children straight faced lies, a course of action with modestly psychopathic overtures.
The way one arrives at scientific conclusions is that firstly one makes observations of the natural world, these observations must be verifiable, measureable and repeatable. If an obsrevation does not fill any of those requirements then it can only lead to inconclusive and usually incorrect conclusions.
Based on these observations one makes hypothesis', which are predictions or theories about how these observations arose.
These observations are then tested in as many ways as possible in order for the hypothesis to either be refuted or for it to gain more widespread acceptance. When the hypothesis has been accepted by the majority of scientists it becomes accepted as scientific theory.
If the theory becomes so well accepted that it goes without interpretation or explanation (such as Newton's laws) it becomes a law of science.
At present schools teach scientific laws and theories. Quite simply we teach what we know, not what we don't know. Hypotheses are never taught in school because we don't know them to be true, they are still subject to the progress of science.
So let us analyse Intelligent Design and the progression it has taken into the scientific world.
The "scientists" who came up with intelligent design knew that they had no remotely reliable obervations and that any hypotheses would be mere speculation without them, so they bypassed science completely and went straight to public opinion.
They approached mainstream media with their "theory" (they have no right whatsoever to call it a theory) and started claiming to have evidence of it (no real evidence has EVER been produced to dispute evolution theory, if you think there has been then check http://www.talkorigins.org and challenge those pieces of "evidence", alternatively go to any public library and try to find books written by real scientists on whatever pieces of evidence the creationists have produced and learn for yourself the ways in which observations have been wrongly produced giving warped and illogical hypotheses).
The media though, panders to the interest of its viewers in the ultimate quest for ratings, and in a world where values have been taught predominantly through religion people are somewhat predisposed to believeing the unbelieveable.
Bypassing the scientific establishment may be a way for these psuedo-scientists to gain some kind of wide acceptance, however if they'd like this taught in schools they have another thing coming. They must first produce verifiable observations of the natural world which lead to in-context hypothesis (http://www.icr.org is by far the worst offender I've seen, the observations they produce are at best 19th century measurements with bad equipment (the dust on the moon crap they spew) or straight faced lies (the crap I read about Carbon 12 being produced from high temperatures and not radioactive decay)). These Hypotheses must be tested against repeated observations to become accepted by the scientific community. This process is exactly the same for every single scientific theory that ever hopes to be taught in schools and intelligent design should not be given unearnt credibility, this is not objective reasoning.
It is little wonder then that these unverifiable, unrepeatable and often unmeasurable observations lead to warped and often ineptly drawn hypotheses which would be laughed out of any secular university.
What is driving this though? Are these people just Christians who are all to willing to publish straight faced lies to back up their theistic beliefs or is there something or someone driving this change?
Maybe you should read the wedge document? It was leaked from the Discovery Institute after it tried to use it to raise fund for it's subsidiary which is now called the Centre for Science and Culture, at the time known as the Centre for the Renewal of Scoence and Culture (CRSC) who are trying to get ID taught in schools.
http://www.public.asu.edu/~jmlynch/idt/wedge.html
(if this url turns into a bad link then just google "wedge strategy")
Intelligent design is not science, there is nothing at all remotely like an observation that backs up the hypothesis that we were designed. Super-string theory isn't taught in schools because it's still a hypothesis, intelligent design is exactly the same. If we teach intelligent design in schools then why not flat earth "theory" which has exactly the same amount of supporting observations? (that being precisely none)
I will support intelligent design being taught in schools when intelligent design gathers verifiable and repeatable observations and facts that lend it more credibility than evolution, which is going to be hard ecause there's about as much supporting evidence of evolution as there is of Newton's laws.
Teach what you know, not what you don't. |