, Volume 19, Issue 6-8, pp 779-795
Date: 13 Aug 2008

Should Intelligent Design be Taught in Public School Science Classrooms?

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Abstract

A variety of different arguments have been offered for teaching “both sides” of the evolution/ID debate in public schools. This article reviews five of the most common types of arguments advanced by proponents of Intelligent Design and demonstrates how and why they are founded on confusion and misunderstanding. It argues on behalf of teaching evolution, and relegating discussion of ID to philosophy or history courses.