Related articles and links |  1 of 2

Ohio has become the latest front in the national battle over the teaching of origins in public schools. Advocates of Intelligent Design (ID) theory are urging the Ohio State Board of Education to allow high school science teachers to present design theory alongside evolution. The board will vote on new guidelines in December.

Intelligent Design theory says that the complexity of plant and animal life suggests that a higher intelligence, rather than evolution, brought them into being. It does not attempt to name the intelligence.

William Dembski, author of The Design Inference, told Christianity Today that a challenge to evolution based on scientific rather than religious principles would "puncture [evolution's] myth of invincibility." Dembski is associate research professor in the conceptual foundations of science at Baylor University in Waco, Texas.

Phillip Johnson, a lawyer and author of Darwin on Trial, agrees. "The important thing is the recognition by a state board of education that freedom of thought and freedom of speech apply to this subject," Johnson told CT.

The debate in Ohio has intensified as the vote approaches. Lawrence Krauss, chairman of the physics department at Case Western Reserve University in Cleveland, says the idea is "poorly formulated" and has not been scrutinized in scientific journals. "It's been promoted by people who have philosophical leanings and wish to disguise them as science," Krauss told CT.

Ohio would be the first state to add ID to its science standards, although similar debates have arisen in Kansas, Michigan, Pennsylvania, and Nebraska. The state's current standards call for science students to study "changes over time."

The science standards were up for a routine review when Robert Lattimer, a Cleveland chemist, began to lobby for including ID.

Lawmakers in the Ohio General Assembly are considering two measures to weigh in on the issue. House Bill 481 would require that school districts include instruction on why origins science generates controversy. House Bill 484 would require that the General Assembly approve science standards before their adoption.

Presidents of 15 Ohio colleges signed a letter in March urging the state board to "reject the concept of intelligent design creationism as a part of the science curriculum." Fifty-two Ohio scientists, meanwhile, issued a statement opposing "religious or anti-religious indoctrination" in science classrooms and censorship of views challenging evolution. It affirmed the importance of evolution but said students should be able to learn "alternative scientific theories. … in any area of inquiry."

The board of Patrick Henry Local School District in Hamler, Ohio, voted unanimously in April to include ID "as appropriate for discussion in classrooms in addition to other scientific theories." John Hall, superintendent of the 1,200-student district, said his board members were "trying to influence this discussion at the state level."

"Our teachers need to feel comfortable talking about the idea of there being a designer," Hall said.

In a March letter to the Ohio board, U.S. Reps. John Boehner and Steve Chabot wrote: "Public school students are entitled to learn that there are differing scientific views on issues such as biological evolution."

But Eugenie Scott, executive director of the National Center for Science Education, says Intelligent Design "has not been accepted by the scientific community. They are trying to completely do an end run around the normal process of getting a scientific idea accepted and just go directly to high school."

next page... |  1 of 2

September 9 2002, Vol. 46, No. 10