Dean Esmay, a blogger I respect, has a post about ID that might surprise some folks. Dean is an atheist, you see, but he doesn’t think it’s a bad idea to teach ID in schools, or at least to bring it up in biology classes and mention that there are some smart people who advocate it. The question he wants answered is essentially this: what would the negative consequences be of taking time in science classrooms to discuss intelligent design? So far all he has heard are vague slippery slope arguments (which he appears to erroneously believe is always a logical fallacy; it is not) and arguments to the effect that ID isn’t science and therefore doesn’t belong there. It’s a fair question, of course, and it deserves a serious answer. As someone who is involved in the day to day battle against the movement to put ID into public school science classrooms, I hope to provide that answer here, but first I feel I need to correct some of Dean’s misconceptions about ID and those who advocate it. For instance, in answer to a comment he says:
Continue Reading Answering Dean Esmay on ID in Science Classrooms at Dispatches from the Culture Wars.