Gee, I think I first posted this more than a year before the Pennsylvania decision. In any case, the subject has come up once again in another forum: Why don’t we teach intelligent design as an “alternative” idea in public school science classes? The answer is, simply, ID is not science. It’s not an alternative hypothesis, it’s a chunk of minority cult religious dogma.
Most bad science claims recirculate year after year, until they are simply educated out of existence in the public mind. We can hope intelligent design falls into that category. But we might worry that modern creationism, begun as a backlash to the anti-Soviet, National Defense Education Act‘s effects on beefing up science teaching in American schools, survives.
We’re talking past each other now over at Right Reason, on a thread that started out lamenting Baylor’s initial decision to deny Dr. Francis Beckwith tenure last year, but quickly changed once news got out that Beckwith’s appeal of the decision was successful.
I noted that Beckwith’s getting tenure denies ID advocates of an argument that Beckwith is being persecuted for his ID views (wholly apart from the fact that there is zero indication his views on this issue had anything to do with his tenure discussions). Of course, I was wrong there — ID advocates have since continued to claim persecution where none exists. Never let the facts get in the way of a creationism rant, is the first rule of creationism.
Discussion has since turned to the legality of teaching intelligent design in a public school science class. This is well settled law — it’s not legal, not so long as there remains no undisproven science to back ID or any other form of creationism.
Background: The Supreme Court affirmed the law in a 1987 case from Louisiana, Edwards v. Aguillard (482 U.S. 578), affirming a district court’s grant of summary judgment against a state law requiring schools to teach creationism whenever evolution was covered in the curriculum. Summary judgment was issued by the district court because the issues were not materially different from those in an earlier case in Arkansas, McLean vs. Arkansas (529 F. Supp. 1255, 1266 (ED Ark. 1982)). There the court held, after trial, that there is no science in creationism that would allow it to be discussed as science in a classroom, and further that creationism is based in scripture and the advocates of creationism have religious reasons only to make such laws. (During depositions, each creationism advocate was asked, under oath, whether they knew of research that supports creationism; each answered “no.” Then they were asked where creationism comes from, and each answered that it comes from scripture. It is often noted how the testimony changes from creationists, when under oath.)
Especially after the Arkansas trial, it was clear that in order to get creationism into the textbooks, creationists would have to hit the laboratories and the field to do some science to back their claims. Oddly, they have staunchly avoided doing any such work, instead claiming victimhood, usually on religious grounds. To the extent ID differs from all other forms of creationism, the applicability of the law to ID was affirmed late last year in the Pennsylvania case, Kitzmiller v. Dover. (Please go read that case!)