I have no problem with our schools presenting the concept of Intelligent Design and discussing all the evidence for and against it. Let it meet the same scientific standards that evolution does. Then your children can make the decision which theory makes the most sense
Do you religious fanatics really want creationism to go head to head with evolution on a scientific basis? I don't think you will be too happy with the conclusions your children reach
Funny you should mention that.
This is something I kind of worked up during the Dover trial. It doesnÂ’t address creationism and is focused more on ID.
None of the ID supporters were very thrilled with the idea; I guess because it didnÂ’t just support ID and then require further mention to be cutoff, it actually examined the history and validity of the ID concepts.
A couple of problems with this:
1. My daughter was in 9th grade biology and Evolution is actually a very small portion of the curriculum, about 2-4 weeks (at about 4 hours per week.) so you would be taking generalized concepts and providing the underlying validated research to support them.
2. The full course would take about 2 years to teach.
3. Heavy math would need to be included in the Freshman/Sophomore years to prepare for the class.
I attempted to be very fair in providing basis/evidence/history sections for each concept.
Mark
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Proposed “Origin of the Species” Curriculum
Preliminary Basics:
* Types of Paradigms
. . . . . Theoretical Science
. . . . . Natural Science
. . . . . Philosophy
. . . . . Theology
* Probability Analysis
. . . . . Defining conditions of probability
. . . . . Criteria definition in probability analysis
. . . . . What does impossible mean
. . . . . What does low order of probability mean
. . . . . How does increased event frequency impact probability (parallel v. serial occurances)
* Theories
. . . . . Scientific Method
. . . . . What is a fact
. . . . . What is conjecture
. . . . . What is a hypothesis
. . . . . Development of Scientific Theories
* Colloquial Theory Vs. Scientific Theory – Define, explain, and compare
* Value of empirical evidence
* Value of Peer Review of empirical evidence
* Methods of Radiological Dating
* Methods of Geological Dating
* Methods of Fossilization
* Determining the age of fossils
* Premise of Irreductible Complexity
* Premise of Specified Complexity
Evolutionary Biology Science
* History of Evolution
. . . . . Scientific validation
. . . . . Peer Review
. . . . . Depth of Research
* Theory of Evolution
* Environmental Factors as a catalyst for change
. . . . . Proofs of change (Radiological, Geological, Fossil Record)
. . . . . Criticisms of change (Radiological, Geological, Fossil Record)
* Environmental Factors in species survival
. . . . . Proofs of species survival (Radiological, Geological, Fossil Record)
. . . . . Criticisms of species survival (Radiological, Geological, Fossil Record)
* Validation
. . . . . Status of empirical evidence
. . . . . Status of peer analysis
. . . . . Evaluation in terms of probability analysis
* Legal & Societal aspects in the history of Evolution
Biology of Intelligent Design
* History of Intelligent Design
. . . . . Scientific validation
. . . . . Peer Review
. . . . . Depth of Research
* Theory of Intelligent Design
* Irreducible Complexity
. . . . . Proofs of Irreducible Complexity
. . . . . Criticisms of Irreducible Complexity
* Specified Complexity
. . . . . Proofs of Specified Complexity
. . . . . Criticisms of Specified Complexity
* Validation
. . . . . Status of empirical evidence
. . . . . Status of peer analysis
. . . . . Evaluation in terms of probability analysis
* Legal & Societal aspects in the history of Intelligent Design
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