News, Views and Careers for All of Higher Education
Dec. 21, 2005
Intelligent design may not yet have gone the way of the dodo, but it took a big hit Tuesday.
In a case watched by scientists nationwide, a federal judge ruled that intelligent design is indelibly tied to its religious underpinnings, and that teaching it in a public school class violates the Constitutional separation of church and state.
U.S. District Judge John E. Jones issued a 139-page decision that, at times, railed against defenders of intelligent design (some of them academics) — and the Dover Area School Board in Pennsylvania, which became the first school board to formally introduce intelligent design into its curriculum, in October 2004. The 11 parents of children in Dover schools who sued the board were ecstatic about the decision.
“The overwhelming evidence at trial established that ID is a religious view,” Jones’s decision read, “a mere re-labeling of creationism, and not a scientific theory.” In a 1987 ruling, the Supreme Court held that creationism is an inherently religious belief and thus should not be taught in public schools.
Experts said that Jones’s comprehensive opinion, which also goes to great length to establish that intelligent design is not science, is a heavy blow to efforts to have intelligent design in any classroom in the country. While much of the debate over intelligent design has taken place in high schools, the issue has increasingly moved to higher education as well. Given the overwhelming consensus among scientists that evolution is fact, many scholars have been concerned that the growing intelligent design movement has the potential to hinder American science.
Throughout the proceedings in Pennsylvania, members of the school board argued that intelligent design should be incorporated into the classroom as an alternative that should be considered a possible explanation for phenomena not fully explained by Darwinian evolution.
The school board’s mandate required ninth-grade biology teachers to read a statement that referred to evolution by natural selection as “not a fact,” and to point students to Of Pandas and People, a textbook written by proponents of intelligent design.
Jones, a Republican appointed by President Bush, said in his opinion that some board members who testified that they supported intelligent design on scientific, rather than religious grounds, “testified inconsistently, or lied outright under oath on several occasions.” Several board members previously defended intelligent design in “expressly religious terms,” according to Jones, in board meetings that were open to the public, and reported in local newspapers. He noted that editions of Pandas following the 1987 Supreme Court ruling simply removed the term “creation” and substituted “intelligent design.”
Shortly after the ruling, the pro-intelligent design Discovery Institute issued a statement calling Jones an “activist judge,” a term Jones anticipated in his ruling, and distanced itself from the Dover school board that pushed intelligent design. John West, associate director of the Center for Science and Culture at Discovery Institute, said in a statement that Jones’s ruling seeks to prevent “criticism of Darwinian evolution through government censorship rather than open debate.” Lawyers for the parents said that an appeal was unlikely because voters replaced all but one of the 2004 school board members with people who do not want intelligent design in science classes.
Because the ruling comes from a lower court judge, other school boards are still open to try what they might with intelligent design. Robert J. Richards, a historian and philosopher of biology at the University of Chicago, said that, as creationists embraced “intelligent design” after the Supreme Court ruling 18 years ago, he expects ID supporters to look for new terminology that “removes all theological suggestion,” he said. Richards said he thinks there may already be some terms in the works, but he said that “it won’t be successful. It’s the same kind of movement that hasn’t worked so far.”
Richards added that the comprehensive decision in the 1987 case quieted creationists down for a while, and that this ruling might do the same by serving as a reference for judges and legal skeptics of intelligent design. Richards also lauded Jones for his discussion regarding the scientific merit of ID. In his opinion, Jones says that ID is not science because it invokes supernatural causation; it has failed to produce work accepted by the scientific community; and, rather that putting forth testable hypotheses, ID rests on the notion that evolution has not explained every detail of biological phenomena. These are arguments that have been put forward repeatedly by scientists.
Philip Kitcher, a philosophy of science professor at Columbia University, said that he would rather Jones not have addressed the question of whether ID is or is not science. Kitcher said that philosophers have essentially given up on trying to determine an exact rubric for science. He said that many ideas take considerable time to be accepted by the scientific community, and that the central assumptions of accepted scientific theories are not testable, even though the assumptions spawn testable questions.
Kitcher said that beliefs like creationism and intelligent design “were once part of the investigation of the natural world, like astrology and alchemy.”
Ralph Seelke, a University of Wisconsin at Superior biology professor who supports ID, said that he’ll sit tight for the “weight of scientific evidence” to sort out intelligent design questions, and that the fact ID will not be taught in Dover classes does not bear on the truth.
But Kitcher said that the scientific evidence has clearly weighed in, and “forced very devout people to give up those ideas. There are things that [within the scientific community] were once plausible, but some are dead, some have a nail in the coffin, some are buried, and then comes creationism and intelligent design.” Kitcher said he expects ID proponents to behave similarly to creationists after their big court loss. “They went to Christian groups on campus to have debates with defenders of Darwin,” he said, “and they can put on a good show because they spend so much time preparing.” Kitcher and several scientists pointed out that ID does not seek to explain mechanisms in biology, only that they were created by a designer.
Michael Behe, a Lehigh University biology professor who testified that intelligent design is science, said that it does permit God as a designer, but “Heck, the Big Bang theory doesn’t rule out God, and many commentators have thought it points strongly to God,” he wrote in an e-mail. “I think it’s implausible that the designer is a natural entity, and I think it’s implausible the Big Bang was caused by a natural process. How does that affect the scientific status of either idea? I think the judge simply bought the plaintiff’s arguments on this, and ignored inconvenient complications,” he added.
Richards said that the fact intelligent design supporters assembled their all-star team for the trial, and still lost, does not bode well for their future in court. “They brought their strongest witnesses,” he said, “and the testimony was found to be insufficient and fallacious.”
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What “Constitutional separation of church and state” are we talking about here? I understand the Jeffersonian separation, but Constitutional?
Don’t get me wrong, no hypothesis of questionable lineage should be allowed to trump a tested hypothesis in science courses, but we should at least discuss the issue in the proper terms.
Andrew Purvis, at 7:29 am EST on December 21, 2005
This farce reminds me of an old cartoon, perhaps from the New Yorker. Two white-coated scientists are standing in front of a huge, three-section blackboard marked Step 1, 2, and 3. One says to the other, “You’ve got some interesting ideas going here, but Step Two probably still needs a bit of work.” Step One is a big mass of scientific equations. Step Three is a big mass of scientific equations. The Step Two section of the board simply says, “Then, a miracle occurs.” I laughed then, and I laugh now.
Jim Mc, at 8:32 am EST on December 21, 2005
A man to be applauded. His ruling is in favor of inquiry, not rote belief. ID was merely the catalyst to get academics back to basics of the conduct of inquiry which has no limits, no ultimates, no absolutes. In the ever expandind multiverse of knowledge, expansion is on-going—not stifled with fundamentalism of any idea.
Arthur Ide, PhD, at 8:45 am EST on December 21, 2005
Robert Miller is right: The fundamental (pun intended) issue is not the science curriculum or even the definition of science, but the projection of power. Many proponents of teaching ID are part of a big, well-financed, well-organized, militant, anti-scientific, anti-intellectual, and growing movement toward theocracy. These folks have plenty of money and an absolute conviction—indeed, a religious certainty—that they are doing God’s work. The fight over teaching religion in the guise of science will continue for a long time.
The greatest danger to reason and science lies in assuming that ID proponents are a handful of kooks. Most of my students (I teach in the South) do not believe in evolution. Some of them would not only like to see ID taught in public schools, but they would also like to see the teaching of evolution outlawed because it is sinful and blasphemous. If the ID-in-schools issue were put to a nationwide vote today, science might not win.
The next tactic of the ID camp will be to argue that mentioning evolution in school constitutes the suppression of a religion. The argument goes like this. By presenting the theory of evolution in science class, the teacher is telling some students that their religion cannot be correct and true in every detail. An agent of the state is thus infringing on religious freedom and violating the Constitution. Some of my students already use this argument with respect to both teaching evolution and not allowing school prayer.
The ID zealots will continue to evolve and adapt their strategies and tactics.
Baktu Basix, English instructor at A two-year school in the South, at 10:27 am EST on December 21, 2005
There are elements on both sides of this debate that trouble me. First, is the efforts to put God on the same level as science. The spiritual realm cannot be defined, or proven, by natural laws. That is why the concept of faith is so important in all religions. I have faith that God exists and he is the Creator of the universe, and I have personal experiences that prove my faith. But I can’t prove it to you, nor is it my commission to do so. I can only demonstrate my faith to you and allow you to experience God yourself.
On the evolution side of the debate, I am troubled by the teaching of evolution as an “fact” while ignoring gaps recognized by the scientific community. Of course, gaps exist in a lot of scientific theories, but that doesn’t mean we throw out the theories until they can be absolutely proven. It is the pursuit of “filling the gaps” that is foundational to the advancement of science.
I support leaving creationism and intelligent design out of classrooms as long as evolution is taught in a way that differentiates between what is fact and what remains to be proven. Yes, it is true that the panda once had a thumb, but there is much in evolutionary theory that is only a theory, and it should be taught as such. Would knowing that evolution is an unassailable, proven fact cause a high school student to aspire to a career in science? Or would the challenge of filling those “gaps” fuel that aspiration?
Tom McCool, at 10:44 am EST on December 21, 2005
I actually agree with the decision. I don’t want to make a teacher teach a world view which they don’t hold. To me, that’s doing just what many ID proponents don’t want done to them (making them have to say that Darwin was correct when they don’t believe that). What I do favor is telling students that there are challenges to Darwin ’s ideas. These can be found in articles in mainline scientific journals. These articles sometimes gloss over the significance of the challenges but the challenges are there. I favor teaching the challenges in way where the students can decide for themselves any of the following:
A. The challenges are not that important
B. The challenges call for modifications of Darwin ’s ideas such as punctuated equilibrium
C. The challenges lead me to favor intelligent design D. The challenges lead me to favor creationism or another religious or metaphysical view
D. I don’t know what to think yet
I also would like to allow but not require discussion of issues related to these choices (ie. is there any positive evidence for intelligent design aside from just challenges to Darwin ’s ideas?).
Robert DiSilvestro, Professor of Human Nutrition at Ohio State University, at 11:17 am EST on December 21, 2005
I may be mistaken, but I didn’t think the panda ever had a thumb. I understood the panda to have a specialized wrist bone, not a thumb at all!
Richard Baker, at 11:57 am EST on December 21, 2005
The ruling by Judge Jones is superb. The hidden religiousity behind ‘intelligent design’ believers has been no more secret than the hidden racial prejudice once seen behind ’separate but equal’ school advocates. In both cases a preexisting prejudice infomed the point of view being advocated.
Some have objected to claims that evolution is a fact. Beyond having been demonstrated to exist, there is always an irreducible amount of uncertainty when dealing with facts. An example: I believe it to be a fact that the sun will appear tomorrow. No proof of tomorrow’s events exists, but all scientific evidence points that way. Yet, I believe that sufficient evidence exists to justify claiming as a fact that the sun will rise tomorrow.
Marvin McConoughey, at 11:57 am EST on December 21, 2005
In the words of my first molecular biology instructor, we should not confuse the fact of evolution with the various theories used to describe it. That species change over time is no more in doubt than the idea that objects are gravitationally attracted to one another- the existing theories that describe both of these phenomena have significant gaps that are in the process of being filled by more and better science.
dan, at 12:28 pm EST on December 21, 2005
I would described myself as a “Secular left-liberal.” As a former English teacher, I can understand that teaching Intelligent Design theory may be a problem for a science teacher. However, I would be interested in your readers’ comments with respect to critical thinking, and English Professor Gerald Graff’s “teaching the controversy.” I have my own critical thinking cap on here, and I have not as yet made a decision.I would have enjoyed facilitating this debate in one of my classes. Why not?
Sandra Yard, at 2:20 pm EST on December 21, 2005
Sandra,
This issue has come up, as you may well know, in a series of articles here at IHE. Part of the discussion in response to those articles has been—I know because I have been in the middle of it—where discussion of ID belongs.
I will be bringing ID into the classroom next semester for my Critical Thinking course. I don’t want to see ID in the science classroom, but it has generated the controversy to justify discussion of the issue itself within the setting of a course such as mine.
What the ID debate provides is an opportunity for students to learn why they take the positions they do. Students will spend their college careers, and indeed their lives after college, providing support for their claims. The ID debate should quickly illustrate where the line between evidence and emotion lies, for all concerned.
Andrew Purvis, at 4:03 pm EST on December 21, 2005
There is evidence for ID...this is not just something we pulled out of the Bible, and *bam* here it is...this is they same type of scientific research performed in cryptanalysis, forensics, etc...please, everyone, open you eyes to what we are discovering here...in fact, you will find that the human eye is one of the biggest evidences of specific design...
Clifton, at 6:15 pm EST on December 21, 2005
The arguments are wonton and vexatious. As such levels of explanations of the same phenomenon are being complicated. The whole idea of a scientific theory (or set of theories in one paradigm) is to explain many sets of testable hypothesis; as such a theory has explanatory power, may that be intelligence design- ID (which is a paradigm and not a theory) or the evolutionary theory (which is based on a set of testable hypothesis). The paradigm and the theory strive to search for unifying explanatory principles applicable to many repeatable natural phenomenons. As such once observations of natural phenomenon withstand the test of time, they become laws- which themselves comprise into a set of corollaries. My intention is not to repeat what we may know as philosophy of science. But since we are, one can see that a paradigm is not a theory.
Moreover, since we may be discussing ID as a paradigm that can explain much regularity in natural phenomenon, one should make a scientific reference. That will be to the crux of the evolutionary theory (i.e., to see if there is in fact a regularity that is shared by all organisms which can explain the phenomenon). And if one finds such regularity, then natural selection would no longer be a theory of chance happenings by natural selection. It would be a theory with predictable — observable – measurable effect data that are caused by known or unknown factor(s) in the universe. Should the cause and effect relations be always the same, for all organisms, and given many natural variations, then the evolutionary theory would be a paradigm- because many theories could be tested given the regularity in the cause and effect relations.
Should we find that in fact a common cause and effect relation is shared by all organisms, would one not reject the notion that “chance” variation no longer plays a role and intelligence design of these causal-effect relations must be at work? One could refer to the elegant work of Ito, K. (2005, June). Ribosome-based protein folding systems are structurally divergent but functionally universal across biological kingdoms. Molecular Microbiology 57 (2), 313-317. From this crux of evolution we find universality across all species. There is no chance variation here. Why?!
Kiumars Lalezarzadeh, Ph.D., Scientist, Minister of Psychotherapy & Counseling at Q’s Ministry of AIWP, BHITS, NIHARD, at 4:27 am EST on December 22, 2005
Without the existence of a supreme being morality, as stated above, is just a version of someone’s morality. When left to our own devices, the degrees, understanding and application of morality is different for each and every one of us. The result is a society living in moral relativism. The concepts of right and wrong have faded and truths are now viewed as relative to some group of persons.
With the laws of morality established at the highest level, we still may struggle with proper understanding and application but the guidelines and parameters of moral and ethical living are in place for our minds and hearts to follow.
Orian, at 2:44 pm EST on December 22, 2005
Two quick things:
Your analysis of percentages is a little oversimplified. If someone quoted Genesis in one of the 15,000 items Misters Lutz and Hyneman identified, it would count in both the 34% of citations AND the 60% of those quotes that came from men who used the Bible as their inspiration, your addition of these two statistics to equal 94% is double counting all similar items.
Second, while your citation from Torcaso v. Watkins did appear, it appeared as a footnote, an “obiter dicta” — a personal observation of a judge, only incidental to the opinion established, not a crux of any opinion. Further, and more recently, see the 1994 Ninth Circuit case of Peloza v. Capistrano School District regarding secular humanism — “We reject this claim because neither the Supreme Court, nor this circuit, has ever held that evolutionism or secular humanism are ‘religions’ for Establishment Clause purposes.” The court rejected hearing the case by not overturning a decision that SH was not a religion.
Craig, Guarantor Agency, at 4:25 pm EST on December 22, 2005
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Victory for Reason
Judge Jones was courageous in this wide-ranging ruling which identified the “Intelligent Design” movement as another manifestation of old-fashioned creationism. His clever and astonishingly frank statement can be used in our college classrooms as an example of reasoned argument and critical thinking which cuts through the obfuscation created by the proponents of ID. It is tremendously encouraging to see rationality triumph in this long debate, and it is an added bonus that the judge is a Bush appointee who cannot be labeled an “activist". He is, in fact, showing us true political conservatism with his emphasis on limits to how far government can manipulate education.
Mark A. Wilson, Professor of Geology at The College of Wooster, at 6:39 am EST on December 21, 2005