If that is your argument, then evolution needs to be exluded as well. Like creation and intelligent design, evolution is an historical inference about the unobservable, unrepeatable past. As such, evolution does not fall under the perview of operational science, and thus should be excluded. If you argue that it should be kept (and enforced), then competing historical inferences should also be given a fair hearing. That includes creation and intelligent design, not to mention panspermia and other competing evolutionary theories.
>>If that is your argument, then evolution needs to be exluded as well. Like creation and intelligent design, evolution is an historical inference about the unobservable, unrepeatable past. As such, evolution does not fall under the perview of operational science, and thus should be excluded. If you argue that it should be kept (and enforced), then competing historical inferences should also be given a fair hearing. That includes creation and intelligent design, not to mention panspermia and other competing evolutionary theories.<<
Actually, my argument is that consensus mainstream science should be taught in science class and that in other classes they can teach the consensus in those fields.
BTW, when developmental biology is no longer standard science we’ll know it when companies that depend on biology to make money stop using and shift to ID or something else. Developmental biology is accepted because it makes useful predictions. ID is not used because it does not make useful predictions.
One can like that or not like it. And that’s OK. But science works by useful predictions.