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ROYAL SOCIETY OF NEW ZEALAND
Royal Society Alert 390
8 September, 2005INTELLIGENT DESIGN?
Comment by Royal Society Education Manager, Peter Spratt, Peter.Spratt@rsnz.org
It has come to our attention that a resource for teaching “Intelligent Design” has been distributed to secondary schools. The Royal Society, like other scientific organisations throughout the world, cannot support the views espoused by the proponents of “Intelligent Design” because their position does not withstand the rigours of scientific enquiry. The “intelligent design theory” is presented as a theoretical innovation supported by scientific evidence. Many critiques of this “theory” point out that the scientific evidence cited is very selective, and conflicting evidence is simply dismissed. The American Association for the Advancement of Science states clearly that ” ‘intelligent design theory’ demonstrates significant conceptual flaws, lacks credible scientific evidence, misrepresents scientific facts … and is improper (to be included) as a part of science education.”
At the risk of reminding Alert readers “how to suck eggs”, it is perhaps opportune to quote from the University of Waikato that “a theory is a rigorously tested statement of general principles that explains observable and recorded aspects of the natural world.” Theories are developed by gathering evidence and testing hypotheses. There is no evidence that the “theory of intelligent design” is developed in this way; rather the reverse seems true – the theory has been developed and then evidence selected to support it. A scientific theory is falsifiable, i.e. it holds until proven incorrect. The theory of evolution, as first proposed by Darwin and modified since, has stood the test of time and countless attempts to disprove it. Indeed much of the investigation has in fact supported, refined and advanced evolutionary theory well beyond Darwin’s original conception.
The material comes via the religion-based Seattle thinktank Centre for Science and Culture and criticises Darwinism, promoting the concept of an “intelligent design” outside the laws of nature to explain the complexity of living organisms. The resource could perhaps be used by an informed and knowledgeable teacher to engage their students in a stimulating and lively lesson about the nature of science. It can be used as the stimulus to involve students in guided discussion about the processes of science. It would be most unfortunate, and indeed unprofessional, for a teacher to use this resource in a way to reinforce the dogma and unscientific argument upon which it is based.
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Glenda Lewis, Communications Manager, The Royal Society of New Zealand
PO Box 598, Wellington, New Zealand
(04) 4727421 fax (04) 4731841 www.rsnz.org