Paper Summary:

This paper takes the position that intelligent design is not science and should not be taught in the public schools. The writer argues three main points: ID cannot withstand scientific scrutiny, irreducible complexity cannot be established, and ID is nothing more than repackaged creationism.

From the Paper:

"A Harris Poll from June 2005 found that 54% of American adults don't believe the theory of evolution to be true. Further, 55% believe that creationism and intelligent design should be taught in the public schools alongside evolution (Pincock 13). That is what is at stake in this issue. A disturbing number of Americans believe that intelligent design is a valid, scientific way of looking at the world and explaining natural phenomenon. As will become evident, however, the claims of intelligent design theorists do not constitute science. To teach it to public school children is a mockery of science and the U.S. Constitution, which explicitly forbids any collusion between church and state."

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