| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "INTELLIGENT DESIGN SCHOOL": |
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Intelligent Design, 2005.
A discussion on whether "intelligent design" should be taught in public schools.
1,125 words (approx. 4.5 pages), 3 sources, $ 44.95
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Abstract
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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Intelligent Design in School, 2006.
Presents arguments against teaching the religious theory of intelligent design in public schools.
1,498 words (approx. 6.0 pages), 5 sources, MLA, $ 49.95
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Abstract
This essay elaborates on arguments contending that teaching the theory of intelligent design in American schools would not only threaten biology, it would threaten society as well. The paper cites evidence that the true intention of proponents of the theory of intelligent design is to replace scientific explanations with the theistic understanding that nature and human beings are created by God.
From the Paper
"While the proponents of intelligent design are selling their ideas by saying that they are based in sound science, nothing could be farther from the truth. They have tried to get their views taught in schools by bypassing every accepted form of scientific review. They have taken over school boards in order to change curriculum and, in doing so, have exposed themselves as cultural crusaders, not scientists. In fact, this argument has never been about improving science, but rather it is about hijacking an entire society. With their plan called the Wedge, they intend not to stop at having biology thrown out of school curriculums, but to go on to recreate society in their own image. To let this happen would be to allow American democracy to die."
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The Intelligent Design Theory, 2008.
An analysis of the intelligent design theory and its flaws in proving the existence of God.
1,554 words (approx. 6.2 pages), 2 sources, MLA, $ 51.95
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Abstract
This paper examines the intelligent design theory of deistic faith. It suggests that it is a teleological argument that is constructed from a basic argument from design perspective. The paper discusses the finer points of the design argument and concludes that the argument from design is a fundamentally flawed approach to the question of the existence of God.
From the Paper
"Worse for the position, not all things in the universe express any order whatsoever. The galaxies may be ordered groups of starts, but what about galactic nubulae, of which there are many more but which are significantly less ordered than spiral galaxies. The level of complexity is different for these two types of celestial organization making it difficult to comprehend when an object's behavior constitutes orderliness and when it does not. Add to this the fact that some entities in the universe are actually becoming less ordered with time--like the Sun, which is progressively breaking down over billions of years--and the notion that universe was designed to create order becomes even flimsier. It becomes difficult, or even outright impossible, to accept the argument from design perspective without a degree of faith that the designer exists in the first place. We begin to wonder whether or not proponents of this position postulated a designer to explain the ordered universe or if they have miraculously manifested a uniformly ordered universe in order to justify a belief in a divine designer."
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Intelligent Design and Natural Selection, 2004.
A comparative analysis of the theories of intelligent design and natural selection.
1,973 words (approx. 7.9 pages), 7 sources, MLA, $ 62.95
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Abstract
This paper examines how, ever since Charles Darwin wrote the "Origin of Species", other theories have been suggested to explain the variation in life forms. In particular, it looks at how, despite the fact that natural selection has been the prevailing theory since the 1800s, over the last decade or so, an increasing number of scientists in microbiology and mathematics, lawyers, philosophers, theologians, and teachers, are once again strongly supporting intelligent design. It discusses both theories and presents their cases as suitable explanations of life.
From the Paper
"The Darwinian theory of evolution states that one of the prime motives for all species is to reproduce and survive, passing on the genetic information of the species from one generation to the next. Species, however, tend to produce more offspring than the environment can support. The resources required to nourish these individuals puts pressure on the size of the species population, which leads to increased competition Some organisms will not survive. The organisms that are better suited to their environment, or exhibit more desirable characteristics, have a better chance of survival. This is referred to as ?survival of the fittest? (Mayr 118)"
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Intelligent Design, 2006.
A look at the belief that the world was created by a single intelligent being and the ramifications of this belief on teaching religion in school.
1,469 words (approx. 5.9 pages), 5 sources, MLA, $ 48.95
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Abstract
Intelligent design focuses more on the concept that the world and everything contained in it, even to the most intricate parts was created by an "intelligent agent". This paper examines how the advocates of intelligent design conclude that the process of evolution cannot explain everything and how currently intelligent design is labeled as a form of religious belief and therefore, cannot be taught in public schools alongside with evolution.
From the Paper
"In 1987, the Supreme Court case Edwards v. Aguillard ruled that a Louisiana law that required that creation and evolution be taught side by side and not one subject without the other violated the First Amendment's Establishment Clause. The Supreme Court determined the violation by applying the three-pronged test that was developed through Lemon v. Kurtzman. The Lemon Test requires that the government action must have the following: secular purpose; must have a neutral outcome towards religion; no excessive entanglement of the government and religion (Epstein and Walker, pp. 187-88)."
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Intelligent Design, 2004.
An examination of the most recent arguments put forth by creationists in the creation/evolution debate.
2,413 words (approx. 9.7 pages), 10 sources, APA, $ 73.95
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Abstract
This paper attempts to shed light on the ?newest? platform on which creationists stand: intelligent design. The paper does this by first delineating the concept of creation and the new "scientific" explanation for creationism. The paper then goes on to point out the shortcomings of this new platform and concludes that, in reality, it is just a deliberate effort made by the creationists to veil their goals with a cloak of superficially scientific support.
From the Paper
"The search for knowledge regarding the origin of humanity is about as old as its inhabitants. Since the early 1800?s mankind has continually narrowed the debate down to two opposing ideologies: one of creation and one of evolution. Ever since this partition of ideas, science has been at odds with religion. Yet just as ironic as the debate itself, it appears as if these two conflicting views have attempted to settle their differences with the current prevailing argument. But a closer look into the recent creation/evolution debate reveals that indeed claims being made by present day creationists are still, at best, erroneous. Thus the purpose of this paper is to shed light on the ?newest? platform on which creationist stand: Intelligent Design. In order to fully understand the claim that they make, we first must clearly delineate the often misrepresented concept of evolution. In doing so, one can unmask the falseness in which creationists seem to aimlessly wander."
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Intelligent Design (ID) and Its Critics, 2004.
Examines and critiques the ID movement from philosophical, theological, and scientific perspectives.
2,271 words (approx. 9.1 pages), 26 sources, APA, $ 70.95
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Abstract
The central claim of the ID movement is that certain biological systems are inexplicable by solely naturalistic causes. William Dembski, a prominent ID proponent, argues that he has proven that intelligent causes are responsible for a certain type of information found in nature. Far from meeting with the kind of fame that one might expect to follow such a seminal 'proof,' Dembski has been strongly criticized by scientists, philosophers, and theologians. This paper examines the most prominent critiques from these areas. It concludes that Dembski's scientific claims have been thoroughly refuted, his theology is built on what will appear to many as a false dichotomy, and philosophers have revealed serious flaws in his 'design detecting' analytic machinery.
From the Paper
"It is pertinent to note that no neo-Darwinian biologist would ever propose that this is how the flagellum came about. Evolutionists maintain that the flagellum evolved from earlier precursors that most probably fulfilled different functions. Dembski's imaginative prob-abilities are therefore not only ridiculous, but completely irrelevant to the question of complexity. Given that Dembski has not successfully demonstrated the complexity criterion, his argument fails and thus specification becomes irrelevant. Nevertheless, Howard Van Till has raised serious concerns even with this latter question. Recalling that Dembski's definition of 'specification' is that an event or object conforms to an independently given pattern, there is good reason to suspect that the flagellum is neither complex nor specified."
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The Possibility of Intrinsically Intelligent Artificial Intelligence, 2001.
An analysis of Searle's argument against the possibility of strong Artificial Intelligence.
1,825 words (approx. 7.3 pages), 0 sources, $ 58.95
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Abstract
This paper examines Searle's original argument against the possibility of strong Artificial Intelligence, or what he calls intrinsically intelligent AI. This argument was presented in "Minds, Brains, and Programs" which contains his original formulation of the Chinese Room example and many others. This paper explains Searle's original view (which has been slightly modified in recent years) against the possibility of strong AI. It then examines the serious shortcomings in his argument, namely his flagrant assumption that intelligence is a bio-chemical property, something that he barely mentions in his text. Holfstadter later called this view "bio-chauvinist." The writer examines what it is Searle is trying to say, where his bio-chauvinism comes into play, and what the end result is.
From the Paper
"In his paper "Minds, Brains, and Programs," John R. Searle attempts to establish the impossibility of strong artificial intelligence (AI), that an "appropriately programmed computer" can have genuine mental states. The validity of strong AI implies a direct correspondence between mental states and formal processes, and as such, insists that a properly defined program is sufficient for producing understanding and intentionality in the thing instantiating that program. Searle refutes this claim, arguing that a program could not be sufficient for producing intentionality because for any program it is possible to instantiate it in something without producing mental states in the thing. In elucidating this central point, Searle derives a distinction between "intrinsic" intentionality and "derived" intentionality. He defines intrinsic intentionality as the sort present in things that clearly have mental states, such as people. Searle distinguishes this from derived intentionality, which he claims is ascribed by those with intrinsic intentionality to things that "perform the sort of functions that we perform on the basis of our intentionality," but that do not actually possess mental states or a genuine intentionality. With this distinction, Searle's claim that programs are not sufficient, or even necessary, for producing intentionality becomes a claim that mere things - namely computers for our purposes - can only have derived intentionality and never can possess intrinsic intentionality. Searle's argument, pushed by his example of the Chinese room, at first seems to raise an alarming challenge to AI proponents, but on closer examination it becomes clear that the thrust of Searle's claim relies on some highly debatable intuitions and assumptions he makes a priori. In this paper I will argue that Searle's conclusion is entirely dependent these contestable assumptions and intuitions. I will then attempt to construct what Searle's response to this objection would likely be, and I will conclude by discussing the significance of this debate with regards to AI and all of cognitive science."
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The Role of Graphic Design in Web Design, 2003.
A discussion and definition of graphic and web design.
1,150 words (approx. 4.6 pages), 8 sources, MLA, $ 39.95
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Abstract
This paper considers the role of graphic design in Web design. It focuses on the difference between the two and discusses how graphic design can enhance the image of the Web site. The author explores the role of graphic design in Web design.
From the Paper
"The World Wide Web has become an integral part of many organizations and groups as diverse as Coca-Cola the United States government and high school students have sites that bring their messages to the ..."
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The Intelligent Computer, 2006.
A history of artificial intelligence (AI) as well as a look at how intelligence has proved harder to simulate than researchers thought it would be.
3,669 words (approx. 14.7 pages), 8 sources, MLA, $ 101.95
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Abstract
This paper traces the history and development of artificial intelligence, explaining where it has been successful, to what extent it has been successful, its limitations and how the scientific community has attempted to overcome those limitations. The paper also addresses the question as to why we bother to create AI and the implications for mankind of AI technology as it evolves and advances.
From the Paper
"Over the past several decades, computer technology has made incredible strides. Moreover, there can be little doubt that in years to come, there will be further advances in speed, design, capacity, and memory. There is something almost frightening about the pace of development. Already computers are capable of performing a wide gamut of tasks previously excluded to the province of human thinking. However, the question of whether a mechanical device could ever be said to think "o perhaps even possess emotions "o is not really a new one. Yet it has delivered a new impetus to the world, a sense of urgency, by the advent of the modern computer. The question touches upon philosophical issues. What does it mean to think or feel? How does the mind work?"
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Intelligent Agents, 2003.
An in depth discussion on intelligent agents.
690 words (approx. 2.8 pages), 7 sources, MLA, $ 23.95
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Abstract
This paper discusses the current problems, advantages, disadvantages and applications pertaining to intelligent agents. It expands on its business application as artificial intelligence technology. The author explores the problems posed by Internet research.
From the Paper
"An intelligent agent is defined as a self-sufficient piece of code that can make decisions without human intervention. In addition it has the ability to adapt itself and become more efficient and effective as it is utilized. As such it ..."
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"War in the Age of Intelligent Machines", 2001.
Discusses how Manuel DeLanda presents this viewpoint of the history of military technologies in his book "War In the Age of Intelligent Machines".
700 words (approx. 2.8 pages), 1 source, APA, $ 24.95
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Abstract
Throughout the course of history, technology and the military have been intertwined. The military has employed technologies to defeat enemies in battle as the military which manifests the superior technologies usually wins the war. In more present times, however, distinctions between the military and its technologies are less apparent. As a result, humans perceive the two as a merged glommule, each dependent on the other. While human historians attempt to explain the history of military technologies from a mechanical and mathematical viewpoint, a robot historian can instead trace the impacts of new technologies on human evolution. The paper explains that this enables the robot historian to regard his lineage in a non-anthropocentric inclination which sees the new military technologies as independent of mankind. The paper examines how Manuel DeLanda presents this viewpoint of the history of military technologies in his book "War In the Age of Intelligent Machines".
From the Paper
"DeLanda's history from this perspective is a more critical one than that which looks at the actual technologies. A technological approach to the history of military technologies would be far more mathematical fact than theory and would look at much less of the coevolution between technologies and mankind. His approach is methodological as it traces this history, yet it continues to speculate into the future of technology's place in the structure of the military."
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Legal and Policy Issues in Education, 2008.
An examination of education policies and legal issues related to intelligent design and religion with schools in the United States.
1,395 words (approx. 5.6 pages), 7 sources, APA, $ 46.95
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Abstract
This paper discusses education policies and legal issues surrounding education in the United States. It begins by providing a functional definition of education policy and the importance of education policies. The paper then looks at examples of how the educational policy can go too far. The paper specifically looks at how intelligent design and religion can cause legal issues in education.
Table of Contents:
Educational Policy: A Functional Definition
Legal Issues in Education: Intelligent Design and Religion
From the Paper
"Intelligent design will continue to be a significant legal challenge for educators in the coming years in the United States, but also in other Western nations. Intelligent design is the latest attempt by religious institutions to blur the line between church and state in public institutions by wrapping religion in the cloak of science. Educators who are tempted by the possibility of bridging this divide would do well to remember that their primary responsibility is to the students in their care. It will only do them harm to teach them that religion has the explanatory power to supplant science--it is the historical equivalent of erasing the last five hundred years of scientific progress in favor of medieval religious dogma. Educators should collectively take a stand against intelligent design and commit themselves to providing the most accurate education possible to their students."
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Darwin vs. God, 2006.
A discussion on whether intelligent design should be taught in the classroom.
1,468 words (approx. 5.9 pages), 10 sources, MLA, $ 48.95
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Abstract
This paper looks at the definition of intelligent design, which maintains that there are inconsistencies in scientific theories on the origins of life. It argues that the teaching of intelligent design in public classrooms should not be allowed as it hurts both scientific and religious learning and compromises the concept of separation of church and state that is in the Constitution. It contends that the government must not indulge the fairy tales of religion at the expense of scientific knowledge. Each has its own place -- science in the classroom, and religion in the church.
From the Paper
"The First Amendment states that "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof" (U.S. Const. amendment 1). This means that there should be a separation of church and state in all matters, even the public school system. However, religion has been slowly creeping back into classrooms through a theory called Intelligent Design. President Bush has even encouraged the teaching of Intelligent Design in the school systems. He said it was part of education to expose people to new ideas. However, the Evolutionists call this theory what it truly is--creationism in a cheap tuxedo."
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The Scopes Trial, 2007.
An analysis of the relationship between the Scopes Trial in the 1920s and the new way of thinking today called "intelligent design."
889 words (approx. 3.6 pages), 1 source, MLA, $ 31.95
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Abstract
This paper discusses the famous Scopes Trial that took place almost 80 years ago, which debated whether the theory of evolution should be taught in the classroom. The paper discusses how the verdict of the trial was considered a big victory for science and reasoning and how it later got interpreted as the victory of free speech against oppression. The paper relates this trial to the current way of thinking called 'intelligent design'.
From the Paper
"The trial did create an impression for a while but disbelief in Darwinism did not disappear completely and time and again it started showing its face in public sphere in different modes. Let's not forget the Edward J. Larson's Pulitzer Prize-winning book 'Summer of Gods' in which he made his anti-Darwinism ideas loud and clear. Also Church kept on raising its voice in different ways against Darwin and his evolution theory. A large number of American people kept on subscribing to literal interpretation of Bible while being skeptical of the beliefs of Darwin. The movement that was curbed temporarily by the trial kept on gaining force with the passage of time and now the religious conservatism can be seen on the rise again. In the decade of 70s the emergence of Reagan in the presidential office got the agenda of religious beliefs and conservatism back on the forefront."
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