Leah: Should intelligent design be taught in public schools?

Leah Ulatowski, Editor-in-Chief

Many schools and universities only teach the theory of evolution and disregard the theory of intelligent design as religious dribble. In reality, intelligent design is not limited to creationism, which states that God created the world; rather, it is rooted in science and has just as much credibility as evolution. School children and undergraduates alike have the right to hear both sides of the debate and choose for themselves.

Firstly, intelligent design is not inherently religious. It is simply based on the idea that the world and life are far too intricate to have originated from anything less than the design of an intelligent being. The theory makes no guesses as to the identity of the intelligence, but Christians can use the theory as support for the existence of God.

The major scientific support for intelligent design is “irreducible complexity,” which is a single system composed of several intricate, interdependent parts that all contribute to a basic function, and the removal of even one part will result in the system’s malfunction. The “step-by-step” process of evolution does not make room for the idea of irreducible complexity; such a system cannot gradually evolve as it will not function unless all the parts are present at once.

According to a book called “Signs of Intelligence,” scientists have found that many living systems show such irreducible complexity through blood clotting, vision and other functions. Additionally, the bacterial flagellum is an organism that will not function at all if even one of its parts is not in place.

Furthermore, it is nothing short of miraculous that the careful arrangement of nucleotide molecules in a strand of DNA just happened to fall into place during the evolutionary process. For individuals who claim to be rational, it is interesting that supporters of evolution disregard basic probability for a little something better defined as “blind faith.”

Since Darwin’s time, science continues to reveal the true level of intricacy that comprises living systems, and it goes far beyond anything the creator of evolution could have imagined with the information of his generation.

If educators and school boards refuse to incorporate intelligent design into their curriculums, they could at least strive for more honesty in their presentation of evolution, specifically by lecturing on its undeniable flaws.

Darwin’s “tree of life” states that life forms started out as basic and gradually became more complex and varied after long periods of time; however, the fossil records from the Cambrian geological period show great diversity and complexity of life in a short time span.

Furthermore, if evolution is true, one would expect to find innumerable transitional fossils in the fossil record, such as half puppy-half horse creatures, but no clear examples have been found. Supporters of evolution say that only these fossils were conveniently destroyed by erosion.

In short, it is time to end the idea that supporters of evolution are more rational than those who choose to accept intelligent design. Both theories require equal faith. If one is accepted in our schools, there is no reason to deny the other.

What tragedy could arise from students believing in intelligent design? Perhaps the inane idea that their lives are predestinated rather than accidental, or if they choose the Christian God as the intelligent designer, the notion that prejudice is a silly thing as we all came from the lineage of one man and thus have equal personhood. Ah, the horror!