In the recent article, "Arguing the ape debate Alternate evolution theories in biology curriculum," the position taken by the Discovery Institute caught my attention. The Institute's Center for Science and Culture supports scientists studying intelligent-design theory, but opposes mandating it in schools because it is a relatively new concept.
Intelligent design, a relatively new concept? Did anyone catch that?
It was a small part of the article and there was no elaboration on what was meant. What they meant and what many people don't realize is that as science delves deeper with newer and better technology, more and more complexity is being revealed. It's becoming harder for scientist to reconcile this complexity with the idea that it all supposedly happened by accident. Many are looking for "new" theories. A director of a large graduate program in biology was quoted to say, "I personally hold the evolutionary position, but yet lament the fact that the majority of our Ph.D. graduates are frightfully ignorant of many of the serious problems of the evolution theory. These problems will not be solved unless we bring them to the attention of students. Most students assume evolution is proved, the missing link is found, and all we have left is a few rough edges to smooth out. Actually, quite the contrary is true; and many recent discoveries ... have forced us to re-evaluate our basic assumptions."
Something else many people don't realize is that many of the key experiments, models and examples used in textbooks to support the theory of evolution have been disproved or found to be based on faulty research. Numerous books have been written on the subject. Try "Icons of Evolution," by Jonathan Wells.
The debate presented in the article I first referred to was whether or not to teach students the intelligent-design theory in addition to the theory of evolution. I believe we should first come to terms with the fact that "recent discoveries" are condemning Darwin's theory to death. After that, there is no debate.
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