Intelligent Design: Not Enough Data to Present It as Science - Essay Example

Intelligent design: Not enough data to present it as science The concept of teaching intelligent design in public schools as science is without merit and should not be considered worthy of consideration. This is not to suggest that intelligent design is not a viable possibility. However, the concept is without consideration because there is, to date, no tangible evidence to support the theory. Philosophical theories can make leaps from science towards resolutions that are supported by thoughts, but science must teach students how to make empirical evaluations based upon facts.

While those who support intelligent design suggest there is a difference between evolution and adaptation, this is simply splitting hairs in order to mold the world to fit an agenda, rather than looking at the work of noted scientists who used what they could observe to propose what they could not observe. It doesn’t mean it is true, it only means it can be supported and should be assessed. Teaching students how to think rationally allows them the privilege to accept evolution or to deny it based upon their beliefs that have been developed through scientific means.

That is the point of teaching science. Philosophy, on the other hand, allows a leap of faith to be taken in order to support a system of beliefs. There is no empirical proof concerning intelligent design but there are all kinds of acceptable philosophies that support the concept. The proposition of paper #1 about devoting science classrooms to science allows for students to learn how to properly assess scientific study and accept and reject it based upon the evidence. As well, science teaches students how to think critically, shedding all preconceived ideas.

It is dangerous to teach philosophy as science as it confuses a student on how to best assess information. The second paper provides no plausible reason for teaching ID, other than it supports their beliefs. This does not support teaching children how to define thought and create belief based upon true understanding. In understanding the difference between philosophy and science, a student can critically frame their beliefs.