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‘Intelligent Design’ Poses continued threat to science

2006; Wiley; Volume: 87; Issue: 1 Linguagem: Inglês

10.1029/2006eo010001

2324-9250

J. W. Geissman,

Design Education and Practice

Science education in the United States has been the subject of more than usual attention, especially since 1 August 2005 when President George W. Bush stoked the fire by responding to a reporter's question about the teaching of ‘intelligent design’ (ID) in science classrooms by saying that “both sides ought to be properly taught…so people can understand what the debate is about.” Prior to the 20 December 2005 ruling against the teaching of ID in public schools, by U.S. District Judge John E. Jones III in the Pennsylvania case Kitzmiller v. Dover Area School District , anti‐evolutionists and ID proponents seemed to be enjoying a new momentum in the aftermath of President Bush's statements. William Dembski, senior fellow with the Discovery Institute's Center for the Renewal of Science and Culture in Seattle, Wash., a group that supports intelligent design, wrote on 4 August 2005 at http://www.designinference.com that President Bush “is to be commended for his courage, wisdom, and foresight” for supporting the teaching of ID alongside evolution.