This letter is regarding the Sept. 26 editorial, Religion in disguise ... Intelligent design has no place in schools. I've put a lot of thought into the evolution and intelligent design debate, and I've come to what I see as an excellent conclusion: intelligent design can be taught in the classroom, but only the parts that are validated by scientific research and have been reviewed by a panel of peers in the related field (in this case, evolutionary biology).
If intelligent design is to be taught in a science classroom, then it must be held to the same standard as other scientific works. Just like evolution underwent - and is still undergoing - countless amounts of empirical research, intelligent design can be held to the same standard. After all, if it's worthy to be in the science classroom, it's got to have hard research.
Let's face it: Evolution has some problems. It's hard to show a linear time line of every species since the universal common ancestor, right? So if intelligent design has the answer and is in fact a viable alternative theory
let's see that supporting evidence ... and unfortunately, since we're in a science classroom now, you're going to have to do more than show evolution is wrong - you've got to show intelligent design is right. After all, the burden of proof lies on the prosecution.
Ultimately, intelligent design hinges on one single claim: There is an intelligent designer. And as soon as there is scientific evidence of that fact, I will not only not mind, I'll want my kids to learn it.
So that's the deal, intelligent design advocates: Show me your empirical evidence that supports your theory, and I'll jump on board. And I'll even help you teach it in a science classroom. Until then, let's keep our religious ideas where they belong - in the churches, temples and synagogues.
- Keith Miller is a sophomore psychology major. Send him an e-mail at km238404@ohiou.edu. 17
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