To: Lane3 who wrote (12068 ) 5/5/2002 9:11:32 PM From: Win Smith Respond to of 21057 The pseudoscience topic made me go out and dig up a book review on the topic of a certain pseudoscientific formulation that gets batted around fairly often around here. Supernatural Selection By Jim Holt INTELLIGENT DESIGN CREATIONISM AND ITS CRITICS Philosophical, Theological, and Scientific Perspectives. Edited by Robert T. Pennock. query.nytimes.com IN the last decade or so, creationism has grown sophisticated. Oh, the old-fashioned creationists are still around, especially in the Bible Belt. They're the ones who believe that the earth is only a few thousand years old, that God created it and all its inhabitants in six days and that fossils are a product of Noah's flood. In the early 1990's, however, a new breed of creationists appeared. These ''neo-creos,'' as they have been called, are no Dogpatch hayseeds. They have Ph.D.'s and occupy positions at some of the better universities. The case they make against Darwinism does not rest on the authority of Scripture; rather, it proceeds from premises that are scientific and philosophical, invoking esoteric ideas in molecular biology, information theory and the logic of hypothesis testing. Not to name any local "neo-creos" or anything. On the broader front, my search also turned up this recent article:Odds Are Stacked When Science Tries to Debate Pseudoscience nytimes.com As difficult as debating ultimate limits of the possible may be, there is another debate that is even harder to win. But it is a debate that may be even more important. It is a debate on the "fairness" of science. The reason for the difficulty is simple. Science is not fair. All ideas are not treated equally. Only those that have satisfied the test of experiment or can be tested by experiment have any currency. Beautiful ideas, elegant ideas and even sacrosanct notions are not immune from termination by the chilling knife edge of experimental data. In Ohio, a debate is raging over whether to teach "intelligent design" alongside evolution in high school biology classes. Intelligent design is based on the belief that life is too complicated to explain by natural causes alone and that some intelligence, ultimately some divine intelligence, must have created the original life forms on earth or guided their development. Proponents of that idea suggest that including it in the curriculum is simply a question of fairness. If a significant number of people do not believe that evolution provides an adequate explanation of the origin of species, they argue, then it is only fair to present both sides of the argument in a high school science class. Proponents of that idea suggest that including it in the curriculum is simply a question of fairness. If a significant number of people do not believe that evolution provides an adequate explanation of the origin of species, they argue, then it is only fair to present both sides of the argument in a high school science class. But at least half of Americans polled in a recent survey by the National Science Foundation did not know that Earth orbits the Sun, and that it takes a year to do so. Does this mean we should teach that Earth is the center of the universe? Of course not. It merely means that we are not doing a very good job informing the public about physics. Science is not a democratic process. It does not proceed by majority rule and it does not accept notions that have already been disproven by experiment. Intelligent design makes assertions that cannot be tested by experiment. Those assertions that can be tested, say about blood clotting or the claimed irreducible complexity of various components of cells, seem to have thus far failed those tests. So intelligent design does not belong in a science class. End of story. Nevertheless, recently the Ohio State School Board felt it necessary to run a hearing on evolution vs. intelligent design in a debate format, with two proponents of evolution to face off against two advocates of intelligent design in Columbus. One might think that I would know better than to agree to participate in such a debate. But I did, because I felt the education of schoolchildren in Ohio was so important. Nevertheless, I tried to learn from my earlier mistakes. Merely having a debate inevitably suggests that each side has some credibility. As a result, opponents of the scientific method like creationists try very hard to appear in debates with scientists. Merely being on the same stage represents a victory!