Science and Intelligent Design
By Norbert M. Samuelson
The purpose of this paper is to examine some specifically philosophical questions about the current debate in selected North American public schools about including what is commonly called Ã¢â‚¬Å“intelligent designÃ¢â‚¬Â (ID) as part of the schoolsÃ¢â‚¬â„¢ official science curriculum. The issues I will raise focus around two broad questions: First, what is the logical status of the arguments for and against ID? Second, may the arguments presented for ID be considered Ã¢â‚¬Å“scientificÃ¢â‚¬Â? My analysis will be grounded in two related but nonetheless distinct disciplines of intellectual history Ã¢â‚¬â€œ the history of western philosophy and the history of modern western European science. Based on my historical analysis I will suggest some tentative answers to the two questions.