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To: USFRIENDINVICTORIA
Why not follow the same process with ID, and show — scientifically — how that “theory” has been disproven?

There is a problem when you are trying to apply science to the supernatural. And ID is about applying a supernatural explanation for "design" (i.e., everything).

Anything can be explained if all you need to do is assume the supernatural. And that explanation thus becomes meaningless, leading nowhere.

There are still major unknowns in the theory of gravity. Saying Goddidit does not help to explain those unknowns. Rather, it tends to prevent the research. Why do science if all questions are answered by Goddidit?

33 posted on 07/14/2007 5:07:13 PM PDT by Coyoteman (Religious belief does not constitute scientific evidence, nor does it convey scientific knowledge.)
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To: Coyoteman
It’s not sufficient for a teacher to simply wave his arms and dismiss ID (or other opposing explanations for the origin of the species) as being “supernatural”. Students need to learn why one explanation is “scientific” and the others not.

At the very least, students should learn why some explanations are “supernatural”. Show them why that’s not an adequate scientific theory. Compare and contrast to the ToE. Show them hypotheses created to test the ToE. Explain that a scientific theory must be falsifiable. Ask them if there are any testable hypotheses that could falsify ID.

While we're at it -- students should also learn about Lysenkoism and Lamarck's theory of evolution. These were not "supernatural" explanations -- both laid claims to being scientific theories. Students should learn why we rejected those theories in favour of Darwin's. (Not just that we did reject the others -- but, why we rejected them.)

If students learn all that -- they're learning science -- and not being simply indoctrinated.

35 posted on 07/14/2007 9:51:27 PM PDT by USFRIENDINVICTORIA
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