A recent editorial in the Columbus Dispatch slammed intelligent design pretty harshly, suggesting that it’s nothing more than a nice idea that has no grounding in “real” science.
Small doubts in legitimate science open the door for “theories” such as intelligent design to masquerade as science.
It’s interesting that they use the word “theory” in such a derogative way. The last I knew, evolution was only a “theory,” not having been proved (yet, as many scientists would say loudly).
But what of evolution? And by evolution, I’m talking about macro-evolution: where a particular species changes into another species. There’s long been talk about the evolutionists call the “missing link,” or the creature that came between ape and man. But what of the missing link between alligator and …uh…no, wait. How about the missing link between bears and…..hmm. Need a better example. How about the missing link between the platypus and…what? Ducks, otters, and…something else.
Evolutionists believe that most changes took thousands and thousands of years. Erosion is a prime example. Those who think the earth is billions of years old also believe the Grand Canyon was formed over the course of thousands upon thousands of years of water wearing the rock down. But there’s a canyon south of Mount St Helens that exhibits the same striation as the Grand Canyon, but it was formed in a matter of days, not centuries. How? By the huge quantity of water that moved through after Mount St Helens exploded in 1980. So if a large volume of water can do that on a smallish scale, can’t it do it on a much larger scale?
Imagine the volume of water it would take to cover Mount Everest. Now imagine that most of that water goes away over the course of nine months, evaporating and being blown about. That’s a lot of water. It’s perhaps more water than the human mind can comprehend. But then again, it’s hard for the human mind to comprehend what the platypus evolved from.
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See, that’s the crux of my problem with the majority of public school systems. They insist on teaching only *one* version of biological history, excluding anything else that might border on making sense. Evolution–both biological and cosmological–is taught as fact. It’s anything but. There is no conclusive proof to say that this is ABSOLUTELY the only way this could’ve happened, unlike, say, conception. No matter how you do it, a baby starts out the same way every time.
In my opinion (not that I’m any kind of scientist), and even if I wasn’t a proponent of intelligent design, there’s ample evidence to support teaching intelligent design as another way things might have happened. Almost everything used to support theories of evolution–the Grand Canyon’s striations, the dispersion of fossils–can be easily explained by an intelligent design theory as well.
I’m not saying that public schools have to teach intelligent design exclusively. But if those teachers are truly scientists, they have to consider every option for the creation of the world and teach them all as possibilities rather than focusing in on the one they happen to like best.
Because no matter how you slice it, evolution is still just theory.