The 1989 book Of Pandas and People was the first to systematically use the terms "intelligent design," "design proponents," and "design theory," defining the term intelligent design in a glossary, and representing it as distinct from creationism. It also included all of the current arguments for ID. As a result, it marks the beginning of the current intelligent design trend. The phrase "intelligent design" was the most well-known among the roughly fifteen new concepts it added to the creationist lexicon in order to debate evolution without resorting to religious rhetoric. 

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According to both its publisher Jon A. Buell and William A. Dembski in his expert witness report for Kitzmiller v. Dover Area School District, it was the first place the term "intelligent design" appeared in its primary contemporary use. The book has drawn criticism from the National Centre for Science Education ( NCSE ) for offering all of the fundamental justifications put forth by supporters of intelligent design and for being actively marketed for use in public classrooms before any studies had been conducted to back up these justifications.

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Michael Ruse, a philosopher of science, believes that the information is "worthless and dishonest" despite the fact that it is presented as a textbook. It was regarded as a political tool by an attorney for the American Civil Liberties Union that was intended for children who did not "know science or understand the controversy over evolution and creationism." Kevin Padian, one of the scientists who created the scientific curriculum used in California classrooms, criticised it for having "sub - text", "intolerance for honest science" and "incompetence." 

Although he had previously discussed the idea in his contributions to the 1993 updated version of Of Pandas and People, biochemist Michael Behe coined the phrase "irreducible complexity" in his 1996 book Darwin's Black Box. It is described by Behe as "a single system that is composed of several well-matched, interacting parts that contribute to the basic function, wherein the removal of any one of the parts effectively results in the system ceasing to function." 

Behe uses the example of a mousetrap to explain this idea. The base, the catch, the spring, and the hammer are the key components that interact to make a mousetrap functional. All of these components must be present for the mousetrap to operate. The mousetrap loses its effectiveness if even one piece is removed. Natural selection cannot produce irreducibly complex systems, according to proponents of intelligent design, because the selective function is only present when all the components are put together.

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Behe asserted that the E. coli bacterial flagellum, the blood clotting cascade, cilia, and the adaptive immune system are examples of biological mechanisms that are irreducibly complicated. The irreducible complexity argument has its detractors since it presupposes that a system's necessary components have always been present and could not have been successively added. They contend that as other factors change, something that is first only advantageous may eventually turn out to be necessary.

Furthermore, they contend that rather of introducing new components, evolution frequently advances by changing existing ones or eliminating them from a system. This is also referred to as the "scaffolding objection" because scaffolding can support a "irreducibly complex" edifice until it is finished and stable enough to stand on its own. Behe has admitted to employing "sloppy prose" and that his "argument against Darwinism does not add up to a logical proof".

The judge in the Dover trial stated that "Professor Behe's claim of irreducible complexity has been refuted in peer-reviewed research papers and has been rejected by the scientific community at large." Irreducible complexity has remained a common justification for intelligent design. When asserting that the messages carried by DNA in the cell were specified by intelligence and had to have come from an intelligent agency, physical chemist and creationist Charles B. Thaxton coined the phrase "specified complexity" from information theory in 1986.

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Mathematician, philosopher, and theologian William A. Dembski created the "specified complexity" idea of intelligent design in the 1990s. According to Dembski, when an object demonstrates specified complexity (i.e., is both complicated and "specified" at the same time), one can assume that it was intentionally created rather than the outcome of random natural processes. He offers the subsequent examples: "Only one alphabetic letter is defined, and it is not complicated. 

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Without being stated, a long statement made up of random letters is difficult. Shakespeare's sonnets are intricate and precise. He claims that the  characteristics of living things, particularly the "patterns" of chemical sequences in useful biological compounds like DNA, may be described in a similar manner. The idea of specified complexity was put forth by William A. Dembski. 

Dembski describes complex specified information or CSI as anything that has a probability of appearing by natural chance of less than 1 in 10150. Complex specified information cannot occur naturally because Dembski has defined it in this way, hence the true question is whether CSI genuinely exists in nature, according to critics who claim that this turns the argument into a tautology. 

Dembski's specified complexity / CSI argument has lost favour with the scientific and mathematical community for its conceptual soundness. As Dembski claims, it has not yet been demonstrated that specified complexity has several applications in other domains. Dembski's "explanatory filter" is described by John Wilkins and Wesley R. Elsberry as eliminative since it excludes explanations in a particular order, first regularity, then chance, and lastly reverting to design.

They contend that this process is unreliable as a model for scientific reasoning because it is prone to drawing erroneous conclusions due to the asymmetrical manner it handles the various explanations. In The God Delusion ( 2006 ), Richard Dawkins, another opponent of intelligent design, claims that allowing for an intelligent creator to account for improbable complexity just delays the issue because such a designer would have to be at least as complicated.

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The use of selective evolution to design specific electronic, aeronautical, and automotive systems that are thought to be problems too complex for human "intelligent designers" is evidence that other scientists believe evolution through selection is a better explanation for the observed complexity. Outside of biology, broader teleological arguments have also been periodically used by proponents of intelligent design, most notably one that focuses on the fine - tuning of universal constants. 

Latter are thought to be responsible for the existence of matter and life rather than only being the result of chance. These include the values of the fundamental physical constants, the ratios of the masses of the fundamental particles, and the strength of the nuclear, electromagnetic, and gravitational forces in relation to one another.

Guillermo Gonzalez, an advocate of intelligent design and fellow at the Centre for Science and Culture, asserts that if even one of these parameters were slightly off, the universe would have undergone a profound change, rendering the formation of many chemical elements and other features of the universe, such as galaxies, impossible. Therefore, according to supporters, an intelligent designer of life was required to make sure the necessary components were available in order to achieve that specific result.

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Most scientists have commented that the evidence currently available does not provide strong support for these claims. Both intelligent design and the weak form of the anthropic principle, according to Victor J. Stenger and other detractors, are fundamentally a tautology. In his opinion, these arguments amount to the assertion that life is possible because the universe is capable of supporting life. The assertion that a universe capable of supporting life has been criticised for lacking imagination in supposing the impossibility of any other types of existence. 

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If circumstances were different, life as we currently know it might not exist, but another type of life might take its place. Many of the cited variables, according to some critics, appear to be connected to one another, and calculations by physicists and mathematicians indicate that the birth of a universe like ours is highly likely. Modern proponents of intelligent design formulate their arguments in secular terms and purposefully exclude naming the intelligent agency or agents they propose.

Even if they do not explicitly claim God is the designer, it is frequently assumed that God must have intervened in some way because only a god could have done so. Aliens might meet these characteristics, according to Dembski's theory in The Design Inference from 1998. The author of Of Pandas and People suggests using SETI as an example of how science might benefit from intelligent design.

The Ralian UFO religion was given as a concrete example of an extraterrestrial intelligent designer perspective that "makes many of the same bad arguments against evolutionary theory as creationists" by scientific philosopher Robert T. Pennock in 2000. The universe, however, clearly exhibits characteristics of having been designed, according to the official account of intelligent design. Dembski acknowledges the dilemma and comes to the conclusion that "no intelligent agent who is strictly physical could have presided over the origin of the universe or the origin of life."

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The main proponents have said in remarks to their supporters that they think the creator is exclusively the Christian God and not any other religion. Beyond the question of whether intelligent design falls under the purview of science, some detractors contend that the design hypothesis, regardless of its standing in the scientific community, appears to be improbable given the evidence at hand.

Jerry Coyne, for instance, questions why a designer "would give us a pathway for making vitamin C, but then destroy it by disabling one of its enzymes", similar to a pseudogene, and why a designer "would not stock oceanic islands with reptiles, mammals, amphibians, and freshwater fish, despite such islands' suitability for such species." Coyne also cites "the flora and fauna on those islands resemble that of the nearest mainland, even when the environments are very different" as more proof that the species there did not naturally evolve there.

Behe had previously claimed in Darwin's Black Box that since we are unable to comprehend the designer's intentions, such questions cannot be conclusively answered. For instance, strange designs "have been placed there by the designer for a reason, for artistic reasons, for variety, to show off, for some as yetvundetected practical purpose, or for some unguessable reason, or they might not".

In response, Coyne states that, "Either life resulted not from intelligent design, but from evolution; or the intelligent designer is a cosmic prankster who designed everything to make it look as though it had evolved". Paul Nelson and other proponents of intelligent design argue that we simply don't grasp how excellent the design is, which sidesteps the issue of nature's poor design. Behe credits Paley as an influence, although he disagrees with Paley's view of a flawless creation.

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He suggests that designers don't always create the greatest designs they are capable of. Behe contends that the designer may have a variety of reasons for not prioritising engineering quality, similar to a parent who does not want to lavish their child with expensive toys. Another issue with the argument from imperfection, according to him, is that it heavily relies on a psychoanalysis of the unknown designer. However, unless the designer expressly discloses what those reasons are, it is practically impossible to determine why they would or would not do something.

Intelligent design cannot be experimentally tested due to its reliance on the unexplainable intentions of the designer. Former UC Berkeley law professor, author, and proponent of intelligent design Phillip E. Johnson advances the fundamental definition that the designer creates for a purpose, citing his belief that AIDS was created to punish immorality and is not caused by HIV. However, such motivations cannot be verified by scientific means. 

Insisting on the necessity of a complexity designer also begs the question, "What designed the designer? " According to proponents of intelligent design, the issue is unrelated to or outside the purview of intelligent design. Contrary to this, Richard Wein claims that "scientific explanations frequently raise fresh unresolved concerns. These queries aren't unimportant, nevertheless, when determining the worth of an explanation, they must be weighed against the enhancements to our comprehension that the explanation offers. 

It is merely asking more questions to invoke an ill - defined creature to explain the origin of other beings, including ourselves. As troublesome as the question the explanation is meant to address is the new question it raises. According to Richard Dawkins, the claim that the creator does not require an explanation is a thoughtless cliche. The question "What designed the designer?" leads to an infinite regression, from which supporters of intelligent design can only escape by turning to religious creationism or logical inconsistency in the lack of observable, quantifiable proof. 

​The creationism of the 1980s has directly led to the intelligent design movement. The scientific and academic institutions, as well as a federal court in the United States, consider intelligent design to be either a subset of creationism or its direct offspring, closely related to traditional creationism. It is known as "intelligent design creationism" by several authors. 

The Centre for Science and Culture, which was founded in 1996 as the creationist branch of the Discovery Institute to advance a theological agenda asking for significant social, cultural, and political changes, serves as the movement's focal point. Although efforts have been made to promote intelligent design in other nations, the Discovery Institute's intelligent design campaigns have been conducted exclusively in the United States. 

Movement founders claim that naturalism and scientific orthodoxy's weaknesses are shown by intelligent design. Supporters of intelligent design argue that science shouldn't be restricted to naturalism and shouldn't necessitate the acceptance of a naturalistic philosophy that flatly rejects any explanation that incorporates a supernatural cause. The movement's overarching objective is to "reverse the stifling dominance of the materialist worldview" embodied by the theory of evolution in favour of "a science consonant with Christian and theistic convictions."

According to Phillip E. Johnson, intelligent design seeks to legitimise creationism as a valid scientific theory. Fellows or employees of the Discovery Institute and its Centre for Science and Culture include all prominent proponents of intelligent design. The Discovery Institute, which steers the movement and implements its wedge strategy while running its "teach the controversy" campaign and other related programmes, is largely responsible for the notions of intelligent design and the movement that surrounds them. 

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Leading proponents of intelligent design have said contradictory things about it. They claim that intelligent design is not religious when speaking to the general public, but when speaking to conservative Christian supporters, they claim that the Bible is the basis for intelligent design. The Institute declares its commitment to evangelism and Christianity while acknowledging the need for support. Along with concentrating on key opinion leaders, we also want to develop a broad base of support among Christians, who make up the majority of our electorate.

The main way we'll accomplish this is through apologetics seminars. We want to "popularise" our views in the larger culture while also energising and arming believers with fresh scientific proofs that uphold their faith. As a matter of policy, the Discovery Institute obfuscates its objective, according to Barbara Forrest, a specialist who has written extensively about the movement. The activities of the movement, according to her writing, "betray an aggressive, systematic agenda for promoting not only intelligent design creationism, but the religious worldview that underpins it." 

The majority of leading proponents of intelligent design are publicly devout Christians who have stated that they believe the designer suggested by intelligent design is the Christian conception of God, despite the fact that the movement's arguments for intelligent design are couched in secular terms and purposefully avoid positing the identity of the designer. Evangelical Protestants Stuart Burgess, Phillip E. Johnson, William A. Dembski, and Stephen C. Meyer, Catholic Michael Behe, Young Earth Creationist Paul Nelson, and Unificationist Jonathan Wells make up the group.

Those who oppose Christianity include the Jewish David Klinghoffer, the Agnostics Michael Denton and David Berlinski, and the Muslim Pakistani-Canadian Muzaffar Iqbal. According to Phillip E. Johnson, the first step to ultimately reinstating the Christian idea of God as the designer is to create ambiguity by using secular terminology in arguments that are carefully constructed to avoid overtones of theistic creationism. Johnson makes it clear that supporters of intelligent design should hide their motivations for believing in religion in order to prevent intelligent design from being seen "as just another way of packaging the Christian evangelical message."

Johnson emphasises that "removing the Bible from the conversation is the first thing that needs to be done." The idea is that after we have distinguished between scientific reality and materialist prejudice, it will be appropriate to examine the biblical questions. This is not to imply that they are irrelevant. In The Design Inference, William A. Dembski outlines the method of covering up the religious motivations behind intelligent design. Dembski suggests that the designer might have been a god or a "alien life force" in this work.

Yet, he writes otherwise in his 1999 book Intelligent Design: The Bridge Between Science and Theology. Even if its proponents are completely ignorant of Christ, science cannot function without him. Undoubtedly, one can follow the practical implications of a scientific hypothesis without turning to Christ. However, the conceptual foundation of the philosophy can only be found in Christ in the end. ID is a component of God's general revelation, according to Dembski. 

In my personal experience, I've discovered that intelligent design opens the way for individuals to come to Christ in addition to freeing us from this ideology or materialism, which stifles the human spirit. The Bible's Gospel of John is cited as the basis for intelligent design by Johnson and Dembski. Such assertions, according to Barbara Forrest, show that prominent proponents of intelligent design do not only view the theory as a scientific one with implications that correspond with their personal religious beliefs, but rather as a theory that is fundamentally religious in origin.

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According to her, the Christian Reconstructionist movement and the prominent proponents of intelligent design have a tight relationship. She outlines the relationships that current and former Discovery Institute Fellows Phillip E. Johnson, Charles B. Thaxton, Michael Behe, Richard Weikart, Jonathan Wells, and Francis J. Beckwith have with important Christian Reconstructionist organisations, as well as the extent of funding that Howard Ahmanson, Jr., a prominent Reconstructionist, provided the Institute. 

On the community of scientists and other academics, such a model has little to no positive influence. The moment is ideal for a direct strategy and a single jump into the starting blocks of conflict. Such a leap would be to provide a creation model that is founded on the Bible and is verified by science. The two biggest YEC groups in the world have also made an effort to set themselves apart from the intelligent design movement.

ID "will not work, even if well-intentioned and persuasively argued," declared Henry M. Morris of the Institute for Creation Research ( ICR ), in 1999. It has been tried many times before with disastrous results, and it will fail again today. Because it is not the Biblical approach, it won't work. Morris asserts that for the evidence of intelligent design to be significant and long lasting, it must either be followed by or be presented in conjunction with a solid defence of true Biblical creationism.

In 2002, Carl Wieland, who was then with Answers in Genesis or AiG, criticised design proponents who, despite their good intentions, "'left the Bible out of it'" and unknowingly contributed to the modern rejection of the Bible. Wieland said that "AiG's major strategy' is to boldly, but humbly, call the church back to its Biblical foundations, so we neither count ourselves a part of this movement nor campaign against it." 

The scientific community is unanimous in its belief that intelligent design is not science and has no business being taught in the science classes. According to the U.S. National Academy of Sciences, "creationism, intelligent design, and other claims of supernatural intervention in the origin of life or of species are not science because they are not testable by the methods of science."

It is known as pseudoscience according to the American Association for the Advancement of Science and the National Science Teachers Association of the United States.  Others in the scientific community have criticised its strategies, charging the ID movement with fabricating false claims against evolution, with spreading falsehoods and disinformation about science, and with marginalising those who teach it. More recently, in September 2012, Bill Nye issued a warning that creationist ideologies pose a threat to American advances and science education. 

The Discovery Institute advertised "A Scientific Dissent From Darwinism" in 2001, claiming that the following scientists had signed a statement expressing doubt. We don't believe that natural selection and random mutation can fully explain the complexity of life. It is important to encourage careful analysis of the Darwinian theory's supporting data. Although the vague statement did not rule out other known evolutionary mechanisms and the majority of the signatories were not experts in the area, the Institute claimed starting in 2004 that the rising number of signatures showed scientists' growing scepticism of evolution. 

The assertion that evolution lacks widespread scientific backing was a prominent part of Discovery Institute initiatives to promote intelligent design as having scientific validity, and Institute members continued to use the list at least until 2011. Scientists organised Project Steve, which attracted more signatures named Steve or variants than the Institute's petition, and a counter-petition, "A Scientific Support for Darwinism," which swiftly attracted comparable numbers of signatories, as part of an attempt to refute these assertions. 

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Prior to the Kitzmiller v. Dover School District ruling in December 2005, a number of polls were carried out to ascertain the amount of support for intelligent design among various populations. A Harris poll conducted in 2005 found that 10% of American respondents believed that humans were "so complex that they required a powerful force or intelligent being to help create them." More people support the idea, according to Zogby polls commissioned by the Discovery Institute, but these polls have significant flaws.

Latter include a low response rate ( 248 out of 16,000 ), being conducted for a group that has expressed interest in the poll's results, and having leading questions. When asked about their opinions on the origin and evolution of humans, 38% of adults in the United States responded in the affirmative, which was noted as being at the lowest level in 35 years, according to the 2017 Gallup creationism survey. 

Previously, a series of Gallup polls conducted in the United States from 1982 through 2014 on "Evolution, Creationism, and Intelligent Design" found support for the ideas of "God created human beings in roughly their present form at one time within the last 10,000 years or so" ranging from 40% to 47% and "human beings have developed over millions of years from less advanced forms of life, but God guided the process" between 31% and 40%. The surveys also recorded responses to a number of additional in - depth inquiries. 

There have been claims that supporters of ID have experienced prejudice, including being denied tenure or receiving harsh online criticism. 2008 release of the documentary Expelled: No Intelligence Allowed features five of these incidents, presented by host Ben Stein. In a "scientific conspiracy to keep God out of the nation's laboratories and classrooms," according to the movie, the mainstream scientific establishment suppresses academics who think there is proof of intelligent design in nature or challenge the evidence for evolution.

Alternative explanations for the alleged persecution were discovered after an investigation of these complaints. Although it does not provide a comprehensive definition of the term or make an attempt to explain it in a scientifically sound manner, the movie portrays intelligent design as being driven by science rather than religion. Expelled explores it as a political issue in addition to briefly addressing issues of intractable complexity.

The movie portrays evolution as a scientific idea that led to fascism, the Holocaust, communism, atheism, and eugenics. Expelled has been shown to legislators privately as part of the Discovery Institute's campaign for legislation promoting academic freedom.  Churches and Christian organisations could only attend review screenings, and during a special pre-release screening, one of the interview subjects, PZ Myers, was denied entry.

The Anti - Defamation League has condemned the film's claim that evolution theory contributed to the Holocaust, and the American Association for the Advancement of Science has called the movie dishonest and divisive propaganda intended to introduce religious concepts into science classrooms in public schools. The movie has interviews with academics and scientists who agreed to participate despite the topic and title of the movie being misrepresented.

Michael Shermer, a sceptic, calls it "surreal" to continuously get the same question devoid of context. In order to exclude God and the Bible from the debate, intelligent design proponents express their theory in the language of science as if it were a scientific hypothesis. An accepted definition of a scientific hypothesis is as follows. 

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Consistent, in its postulated entities or explanations be parsimonious, Useful ( describes and clarifies observed phenomena and has prediction potential ), empirically testable and falsifiable ( perhaps possible to be supported or refuted by research or observation ), based on numerous observations, frequently in the form of repeated, carefully monitored experiments, dynamic ( changed in light of observations that contradict it ) and correctable, progressive ( improves on earlier theories ), provisional or tentative ( available to experimental verification and makes no claims as to its accuracy ). 

Any theory, hypothesis, or speculation must satisfy the majority, and ideally all, of these requirements in order to be regarded as scientific. Lesser conditions must be completed for something to be considered scientific in any meaningful sense; the less criteria must be met, the less scientific it is. Common arguments against classifying intelligent design as science include its lack of consistency, violation of the parsimony principle, lack of scientific utility, inability to be falsified, impossibility to test experimentally, and incapacity to be dynamic, progressive, or provisional. 

Intelligent design proponents aim to alter this fundamental tenet of science by doing away with "methodological naturalism" and substituting it with what the movement's founder, Phillip E. Johnson, calls "theistic realism." Supporters of intelligent design contend that scientific explanations fall short in explaining some events and that supernatural explanations offer an easy - to - understand account of how the cosmos and life on Earth first came to be.

Many proponents of intelligent design consider "scientism" to be a religion in and of itself, one that encourages materialism and secularism in an effort to eradicate theism from public life. They see their work in advancing intelligent design as a means of restoring religion's traditional place at the centre of education and other public spheres. The God explanation is the least parsimonious, hence in accordance with Occam's razor, it cannot be a scientific explanation, it has been said.

Methodological naturalism, on the other hand, is not an assumption of science but rather the outcome of science well done. Intelligent design has been resisted as legitimate science due to a failure to adhere to the rules of scientific discourse and a failure to produce work that can bear criticism. The intelligent design movement has not released any supporting peer - reviewed research or data, nor has it published a properly peer-reviewed article in support of ID in a scientific journal. 

The publisher of the lone paper that supported intelligent design and was published in a peer-reviewed scientific journal swiftly withdrew it because it violated the rules of that journal's peer review. A number of intelligent design articles, according to the Discovery Institute, have been published in peer-reviewed journals. However, opponents of intelligent design, who are mainly scientists, dispute this assertion.

They claim that supporters of the theory have established their own journals with peer review that lacks objectivity and rigour and are composed only of intelligent design supporters. The fact that the term "intelligent design" assumes the existence of an observable intelligence, a concept without a generally accepted definition in science and raises more objections. Intelligent design proponents make the assumption that intelligence's traits can be observed without mentioning the standards by which intelligence should be measured.

The essential components that enable intelligent design as a legitimate science, according to detractors, are undermined by the radical differences between the design detection methods advocated by intelligent design proponents and conventional design detection. In addition to denying the distinction between natural and artificial design, which enables scientists to compare complex designed artefacts against the background of the types of complexity found in nature, intelligent design proponents argue that searching for a designer without knowing that designer's capabilities, parameters, or intentions would be futile. 

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The main concern of a sizeable percentage of the American populace is whether or not traditional evolutionary biology is compatible with faith in God and the Bible, as well as how this topic is taught in schools. In science classes taught in American public high schools, the Discovery Institute's "teach the controversy" campaign supports intelligent design while attacking evolution. The scientific community and organisations that support science education have retorted that there is no scientific debate about the veracity of evolution and that the debate only pertains to politics and religion.

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Many of the arguments put forth by supporters of intelligent design, according to Eugenie C. Scott, Glenn Branch, and other detractors, stem from ignorance. In the argument from ignorance, it is falsely said that the absence of evidence in support of one viewpoint proves the validity of another. Since there is no natural explanation for some particular features of evolution, we presume intelligent cause, according to Scott and Branch, who claim that intelligent design is an argument from ignorance.

They assert that the majority of scientists would respond that the unexplained is not unexplainable and that saying "we don't know yet" is a better response than pointing to an explanation that is not supported by science. Michael Behe's demands, in particular, for ever more thorough explanations of the historical evolution of molecular systems, seem to presume a false dichotomy, where either evolution or design is the appropriate explanation and each apparent failure of evolution becomes a triumph for design.

The apparently unique ideas put forth by supporters of intelligent design, according to Scott and Branch, have not formed the foundation for any useful scientific investigation. Judge John E. Jones III stated in his summary of the Kitzmiller trial that "ID is fundamentally predicated upon a false dichotomy, namely that to the extent that evolutionary theory is disproven, ID is confirmed." 

The McLean v. Arkansas ( 1982 ) trial ruled that the same defence of creationism made use of "contrived dualism," the erroneous premise of a "two model approach," was invalid. Behe's irreducible complexity argument advances dispositive defences of creationism while offering no persuasive evidence in support of evolution. As has been the case with a number of other examples offered as alleged illustrations of irreducible complexity, it does not permit for scientific explanations to be discovered in the future. 

Many supporters of intelligent design maintain that a religious element is not necessary to support their assertions. However, the assertions of intelligent design inevitably pose a number of philosophical and theological questions. Advocates of intelligent design make an effort to show, by scientific evidence, that characteristics like irreducible complexity and specified complexity could not have developed through natural processes and instead required repeated direct miraculous interventions by a Designer, typically a Christian view of God.

In contrast to theistic evolution to which even Charles Darwin was open, they reject the idea that a Designer could have created the universe by simply initiating the natural laws. The distinctiveness of intelligent design is that it claims both designed laws and ongoing miracle interventions. This is in contrast to other major religious traditions that believe in a created universe and that God's interactions and impacts do not operate in a manner similar to natural causes.

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In the Roman Catholic tradition, the difference between primary, natural causes and ultimate philosophical explanations is made with great care. There may be other theological ramifications to the idea of direct miraculous intervention. Even while such a Designer is capable of intervening for other reasons outside alleviating pain, some believe this suggests the Designer is not omnibenevolent. For those who think the Creator's work was both perfect and finished, recurrent interventions suggest that the original plan was not flawless and complete. 

Those who believe in intelligent design contend that we have either failed to comprehend the perfection of the design, for instance, by claiming that vestigial organs serve unknown purposes or that designers may not always produce the best designs possible due to unknown motivations. In an article published in The Tablet in August 2005, Jesuit astronomer and director of the Vatican Observatory George Coyne outlined religious justifications for embracing evolution and asserted that "Intelligent design isn't science even though it purports to be.

Intelligent design ought to be covered while discussing religion or cultural history, not when it comes to science, if you want to teach it in schools. The God - of - the - gaps argument, which takes the following form, has also been used to criticise intelligent design. The body of scientific knowledge is incomplete. The void is filled by acts of God or an intelligent designer, which establishes their deity and verifies their existence. 

The theological equivalent of an argument from ignorance is a God - of - the - gaps argument. This form of argument is characterised in part by the fact that it just provides explanations for unanswered problems that are ultimately open to further inquiry and are frequently supernatural in nature. 

Scientists have noted that, despite being astounding and incorporating mathematical constructs far beyond any practical value, the astronomy of the earliest civilizations was misguided and of little significance to the advancement of science because they neglected to look more closely into the forces that propelled the celestial bodies across the sky. Though not yet as a properly defined experimental discipline, science was initially practised by the Greek civilisation.

It was an effort to rationalise the universe of natural experience without turning to divine intervention. Any reference to an intelligent creator is specifically disregarded in this historically driven definition of science due to the potential paralysing impact it could have on that advancement. The first direct lawsuit filed in federal court in the United States against a public school district that demanded the teaching of intelligent design as an alternative to evolution was Kitzmiller v. Dover Area School District.

The plaintiffs were successful in their claim that intelligent design is a variation on creationism and that the school board's policy was therefore in violation of the First Amendment's Establishment Clause. A statement that the school board mandated be read aloud in ninth-grade science classes when evolution was taught led eleven parents of kids in Dover, Pennsylvania, to sue the Dover Area School District. Americans United for Separation of Church and State ( AU ), Pepper Hamilton LLP, and the American Civil Liberties Union ( ACLU ) all represented the plaintiffs. 

Consultants for the plaintiffs were provided by the National Centre for Science Education. Thomas More Law Centre was in charge of defending the accused. From September 26 to November 4, 2005, Judge John E. Jones III presided over a bench trial for the lawsuit. The plaintiffs' expert witnesses included John F. Haught, Barbara Forrest, Kevin Padian, Brian Alters, Robert T. Pennock, and Kenneth R. Miller. The defence called three experts as witnesses: Michael Behe, Steve Fuller, and Scott Minnich. 

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The Dover mandate was declared illegal on December 20, 2005, and intelligent design was forbade from being taught in Pennsylvania's Middle District public school science classes. Judge Jones' 139 page findings of fact and decision were published along with his order. Eight members of the Dover school board who supported the requirement for teaching intelligent design in science classes were defeated in an election on November 8, 2005, by challengers who opposed the requirement.

The current president of the school board declared that the board would not appeal the decision. Judge Jones condemned the "Teach the Controversy" approach in his fact - finding by saying the following. Furthermore, proponents of ID have pushed for the issue to be taught in science classes rather than ID itself, hoping to dodge the rigorous examination that we have now decided it cannot withstand. This strategy is, at best, deceptive, and, at worst, a canard. 

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The IDM seeks to spark a revolution that would replace evolutionary theory with ID rather than to promote critical thought. Judge Jones admitted in his judgement that he expected his decision to be criticised, noting the following. People who don't agree with our conclusion are likely to label it the work of an activist judge. If so, they would have been mistaken because it is clear that this Court is not active.

Instead, this issue was brought to our attention as a result of the activism of an uninformed faction on a school board who, with the help of a major public interest law firm looking for a constitutional test case on ID, convinced the Board to enact a foolish and ultimately unconstitutional policy. When viewed in light of the factual background that has now been completely revealed via this trial, the Board's decision's astounding absurdity becomes clear. 

The Dover Area School District's teachers, parents, and children deserved more than to be drawn into this legal tangle, with all of the time, money, and energy it will consume. Jones foresaw what Associate Director John G. West of the Centre for Science and Culture said. The Dover judgement is an attempt by an activist federal court to stop the dissemination of a scientific notion and even to suppress criticism of Darwinian evolution by governmental imposed censorship rather than open debate.

It won't work. He misrepresents intelligent design and the goals of the scientists who study it to the fullest extent possible. He has combined the perspective of the Discovery Institute with that of the Dover school board. The judge is described as "a Republican and a churchgoer" by newspapers. The judgement has been scrutinised for errors and implications, including by supporters of intelligent design hoping to prevent more legal setbacks. 

The Montana Law Review published three articles in its winter 2007 issue. David K. DeWolf, John G. West, and Casey Luskin, all of the Discovery Institute, argued in the first that intelligent design is a valid scientific theory, the Jones court should not have addressed the issue of whether it was a scientific theory, and the Kitzmiller decision will have no impact at all on the advancement and adoption of intelligent design as an alternative to traditional evolutionary theory. 

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In the second, Peter H. Irons responded, claiming that the decision was very well-reasoned and signals the end of attempts by proponents of intelligent design to teach creationism in public schools. In the third, DeWolf et al. addressed Irons' comments. However, some school boards have given up on "teach the controversy" plans for intelligent design due to concern of a similar lawsuit. Since 2001, a number of anti - evolution proposals have been presented in state and federal legislatures around the country, many of which are essentially based on text created by the Discovery Institute for the Santorum Amendment.

Their goal is to expose more students to papers and films created by opponents of evolution who favour intelligent design. They have been portrayed as advocating for "academic freedom" on the grounds that college professors, students, and teachers need to be protected because doing so exposes them to intimidation and retaliation when they debate scientific objections to evolution. The law's opponents have noted that there are no convincing scientific arguments against evolution, and a Florida investigation into claims of intimidation and retaliation found no proof of such behaviour. 

With the exception of Louisiana's Louisiana Science Education Act, which was passed in 2008, the vast majority of the measures have failed. Creation science and intelligent design should not be taught in science classes, according to the American Academy of Religion's Guidelines for Teaching About Religion in K–12 Public Schools in the United States, which stated that "creation science and intelligent design represent world views that fall outside of the realm of science, which is defined as ( and limited to ) a method of inquiry based on gathering observable and measurable evidence subject to scrutiny."  

These worldviews, along with others, "that speculate about the origins of life represent another important and pertinent form of human inquiry that is appropriately studied in literature or social science courses," though. To avoid elevating one viewpoint as more valid than others, such research must instead incorporate a diversity of worldviews that represent various religious and philosophical orientations. 

The dangers of creationism in education was a report released in June 2007 by the Committee on Culture, Science, and Education of the Council of Europe. It states that "creationism in any of its forms, such as 'intelligent design,' is not based on facts, does not use any scientific reasoning, and its contents are pathetically inadequate for science classes."

It referred to intelligent design as "anti-science" and as involving "blatant scientific fraud" and "intellectual deception" that "blurs the nature, objectives, and limits of science" and connected it and other types of creationism to denialism in describing the risks posed to education by teaching creationism. The Council of Europe's Parliamentary Assembly passed a resolution on October 4 calling for schools to "resist presentation of creationist ideas in any discipline other than religion," including "intelligent design," which it referred to as "the latest, more refined version of creationism," "presented in a more subtle way."

It is emphasised in the resolution that the report's goal is to "warn against certain tendencies to pass off a belief as science," not to contest or contest a belief. There are numerous faith schools in the United Kingdom that instruct students in the tenets of specific denominations. Public education in the country also includes religious instruction. The Department for Education and Skills ( DfES ) stated that "Neither creationism nor intelligent design are taught as a subject in schools, and are not specified in the science curriculum" ( part of the National Curriculum, which does not apply ).

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This was in response to revelations that a group called Truth in Science had distributed DVDs produced by Illustra Media featuring Discovery Institute fellows arguing for design in nature and claimed they were being used by 59 schools. However, the DfES left the door open for it to be discussed in religious education in relation to various beliefs, as part of a syllabus set by a local Standing Advisory Council on Religious Education.

The DfES later stated that "Intelligent design is not a recognised scientific theory; therefore, it is not included in the science curriculum." A model unit on "Religious Education" was developed by the Qualifications and Curriculum Authority in 2006 so that students could study about both religious and nonreligious perspectives on creationism, intelligent design, and evolution through natural selection. 

Creationism and intelligent design should not be taught as science, the UK government ruled in response to an online petition on June 25, 2007, while instructors would still be obligated to reply to students' inquiries within the conventional framework of accepted scientific theories. On September 18, 2007, the English government issued comprehensive "Creationism teaching guidance" for use in classrooms. It claims that "Intelligent design lies wholly outside of science", has no underlying scientific principles or explanations, and is not acknowledged by the scientific community as a whole. 

Creationism and intelligent design should not be taught as science, but "any questions about creationism and intelligent design which arise in science lessons, for example as a result of media coverage, could provide the opportunity to explain or explore why they are not considered to be scientific theories and, in the right context, why evolution is considered to be a scientific theory" ( Creationism and Intelligent Design in Science Lessons ). However, "teachers of subjects like RE, history or citizenship may deal with creationism and intelligent design in their lessons." 

The British Centre for Science Education lobbying group has been active in government lobbying in the UK with the aim of "countering creationism within the UK." The Department for Education in Northern Ireland claims that the curriculum allows for the teaching of alternative theories. The Democratic Unionist Party (DUP), which is associated with conservative Christians, has been pushing for the inclusion of intelligent design in scientific curricula. 

David Simpson, a former DUP member of parliament, has asked the education minister for reassurance that students won't lose marks if they respond to science questions with creationist or intelligent design responses. The British Centre for Science Education is a lobbying organisation that works with the UK government on issues related to "countering creationism within the UK." According to the Department for Education in Northern Ireland, the curriculum offers the chance to teach alternative theories.

A push to teach intelligent design in science schools has been launched by the Democratic Unionist Party ( DUP ), which has ties to conservative Christianity. Former DUP MP David Simpson has asked the education minister for reassurances that students will not lose marks if they respond to science questions with creationism or intelligent design arguments. 

A DUP request to write to post-primary schools inquiring about their plans to provide teaching materials in respect to "creation, intelligent design, and other theories of origin" was approved by Lisburn city council in 2007. In 2005, plans by Dutch Minister of Education Maria van der Hoeven to "stimulate an academic debate" on the issue sparked a fierce outcry from the general population. Ronald Plasterk, a "molecular geneticist, ardent atheist, and opponent of intelligent design," succeeded her following the 2006 elections. 

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Mieke Van Hecke, the director general of the Flemish Secretariat of Catholic Education or VSKO, responded to the situation in the Netherlands by stating that, "Catholic scientists have long accepted the theory of evolution and that intelligent design and creationism have no place in Flemish Catholic schools. The objective and mission of science is to propose new ideas; it is not the responsibility of politics to do so. Australia and the UK have somewhat similar attitudes towards intelligent design.