Equal Time for Intelligent Design?

By Clyde Freeman Herreid

Abstract

Whether Intelligent Design should be taught in a science classroom is a serious problem. This case study tackles the issue head-on by using intimate debate, a pedagogical structure in which small student groups are subdivided into opposing student pairs that take turns arguing each side of the issue. There is no audience for these concurrent mini-debates, and the session concludes with groups reaching consensus. This case study would be appropriate in general biology or advanced courses where the focus is on evolution.

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Date Posted

06/30/2007

Overview

Objectives

Learn the basic arguments made for and against the teaching of Intelligent Design.
Understand how social, political, and societal forces may get involved in science.
Evaluate arguments and marshal evidence for or against a position.
Discuss a controversial topic civilly and to look at both sides of the issue.

Keywords

Intelligent design; Dover decision; creationsim; evolution; anthropic principle; irreducible complexity; science curriculum

Subject Headings

Biology (General)

Evolutionary Biology

Science (General)

Science Education

Teacher Education

EDUCATIONAL LEVEL

Undergraduate lower division, Undergraduate upper division, General public & informal education, Faculty development

FORMAT

PDF

TOPICAL AREAS

Pseudoscience, Policy issues, Scientific argumentation, Social issues

LANGUAGE

English

TYPE/METHODS

Intimate Debate, Dilemma/Decision

Teaching Notes & Answer Key

Teaching Notes

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Answer Key

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Materials & Media

Supplemental Materials

Teachers interested in the ID controversy are encouraged to read the judge’s summary in the court decision below for the critical relevant arguments.

Decision in Kitzmiller v. Dover, by Judge John E. Jones, December 20, 2005