ID, evolution, and critical thinking

By La Shawn Barber

Intelligent design (ID) is an evidence-based theory of the origin of life. ID is a positive argument for an intelligent designer, not a negative one against naturalistic evolution. ID arguments are based on examination of the same informational properties in nature as those found in human-designed objects. Information implies intelligence. It takes a lot of faith to believe that something as wondrously complex as life was caused by an undirected, random series of events.

One of the main problems evolution proponents face is the origin of life. They explain how living things evolved (through macroevolution) but not how biological information came to be in the first place. To understate the matter, there is serious doubt about the theory of evolution. In the interest of scientific inquiry, these problems should be discussed wherever evolution is taught in government schools.

South Carolina, my home state, is moving in that direction. The legislature’s Education Oversight Committee recently voted 7-4 for new standards that would allow students to consider these doubts. Last week, the committee sent the measure to state’s Board of Education.

State Sen. Mike Fair, a member of the committee, pushed for these changes. “To teach that natural selection is the answer to origins is wrong,” he said. “I don’t have a problem with teaching theories. [However] I don’t think it should be taught as fact.”

Naturally, evolutionists balked. ID proponents are accustomed to the labels “uneducated,” “ignorant,” and “idiot.” Ironically, the senator and the committee are willing to compromise, although ID opponents likely consider themselves more tolerant. Students in South Carolina would be exposed to the strengths and weaknesses of both theories…

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