Science, Evolution, and Intelligent Design

Introduction
UCS Statement on Science, Evolution, and Intelligent Design (html) (pdf)
Section 1: Science as a Way of Knowing
Section 2: Science and Society
Section 3: Evolution, Creationism, and Intelligent Design
Section 4: Why Intelligent Design is not Science
Section 5: Science Education and Intelligent Design
Section 6: Fairness and Balance in the Classroom and Beyond

Section 6: Fairness and Balance in the Classroom and Beyond

Our culture is based on the right to express opinions and provide access to all sides of a debate. So why not teach intelligent design as an alternative to evolution in our public school science classrooms? Science is not a place for everyone’s ideas to be given equal weight. It is a process in which ideas are accepted and discarded based on a rigorous set of rules and tests. While discussion of intelligent design and creationism might have a place in the philosophy curriculum, it does not belong in the science classroom. The focus of science education1 has to be on developing the scientific skills and knowledge needed to provide students with tools for their future success.

We all have reason for concern about the potential implications if intelligent design and other non-science beliefs are accepted as science.

  • Will an ill-prepared work force be able to maintain and expand our knowledge in bio-medicine, physics, ecology, technology, and other disciplines?
  • What will the basis for individual and public decisions be if the ability required to distinguish between evidence and speculation is lost in our complex world?
  • Will we end up with a feedback loop of poorly taught students making future decisions about education?
  • What social, economic, and environmental consequences will we face if the integrity of science is lost to ideology and political interests?
  • What will the repercussions be if First Amendment2 rights of the separation of church and state are compromised?