There is a very disturbing affair going on at Ball State University that everyone needs to know about. The public university in Muncie, Indiana, has been under pressure from a rabid national atheist group and from atheist activist Jerry Coyne to discipline an assistant physics professor for teaching about intelligent design. Coyne and the Freedom from Religion Foundation (FFRF) claim it’s a legal, constitutional matter, no less: teaching about ID violates the First Amendment! “It’s religion taught as science in a public university, and it’s not only wrong but illegal,” writes Coyne. “This will now go to the lawyers.”
Ball State has announced it will indeed scrutinize the situation. FFRF staff attorney Andrew L. Seidel complained in a legally vacuous letter to Ball State president Jo Ann Gora. Amazingly, the university responded with this ominous public statement:
The university received a complaint from a third party late yesterday afternoon about content in a specific course offered at Ball State. We take academic rigor and academic integrity very seriously. Having just received these concerns, it is impossible to comment on them at this point. We will explore in depth the issues and concerns raised and take the appropriate actions through our established processes and procedures.
Being the subject of such controversy, with your employer issuing public statements about how higher ups will be “explor[ing] concerns” about your “academic rigor” and “integrity,” is obviously the last thing an academic in Eric Hedin’s shoes wants. It’s enough to make the blood drain from your face.
Today, Discovery Institute Press released a new intelligent design (ID) curriculum for homeschool and private school educators, Discovering Intelligent Design. Co-authored by Gary Kemper, Hallie Kemper, and Casey Luskin, it’s the first ID curriculum to comprehensively introduce the case for design in both cosmology and biology. For more information about the curriculum, and to order your copy or copies, visit www.discoveringid.org.
Here’s a quick overview of what’s in it:
ENV: The major theme is introducing intelligent design, but it sounds like the book covers a lot of ground. What are the major topics covered in the curriculum?
A: There are 20 chapters in the textbook, divided into six sections.
Part I introduces the basic concepts of intelligent design and Darwinian evolution, and terminology important to the debate. It also covers some critical thinking tools useful to investigating human and animal origins.
Part II examines the evidence for ID from cosmology, looking at the Big Bang and the evidence for design from cosmic fine-tuning, and the evidence showing that Earth is a “privileged planet.”
Part III explains the evidence for design in biology, starting with the idea of biological information and the origin of life, and also getting into mutations, molecular machines, and the design of animal body plans, including the human body. The capstone chapter of this section responds to “dysteological” arguments against ID, such as the increasingly dubious concept of “junk” DNA.
Part IV explores common descent, and studies the relevant genetic and fossil evidence for a “tree of life,” as well as discussing some common “icons” of evolution. The last chapter in this section looks at the genetic, fossil, and behavioral evidence surrounding human origins.
Part V is a short section that lets the reader evaluate the scientific evidence as a whole and decide whether it supports materialism, or intelligent design.
Part VI, the final section, investigates the larger context of the debate about intelligent design, and explains the importance of protecting academic freedom. One of my favorite parts of this section answers common criticisms of intelligent design, and exposes their logical fallacies. The book closes with tips for students and other readers on getting involved personally in the issue.
Looks like a good bridge to the best books for helping students to learn about intelligent design, which is “The Design of Life” by William Dembski and Jonathan Wells.
The Origin of Life: The Great God Debate
Fuz Rana vs. Michael Ruse
Michael Ruse and Fuz Rana square off to debate the question “Are natural processes sufficient to explain the origin and the complexity of the cell?” The debate will be moderated by Craig Hazen. Sponsored by The Well Christian Club at UCR, Come Reason Ministries, and Biola University.
Format of the debate:
Opening Arguments: 20 minutes each
1st Cross-Examination: 6 minutes each side
Rebuttals: 10 minutes each
2nd Cross-Examination: 6 minutes each side
Concluding Arguments: 5 minutes each
Q &A: 40 minutes (Questions can come from Twitter and SMS)
Michael Ruse was careful to note that he is not keen on saying design is not possible. Rather, his claim is that naturalism is the most plausible explanation for the origins of life.
Ruse’s argued that design is implausible. Specifically, he noted that if design is the hypothesis put forward, there are any number of ways that one might consider that hypothesis. Is the designer a natural being within the universe or a supernatural being like God? Is there only one designer, or was there a group of designers (and he notes that a group of designers seems more plausible because automobiles require many designers to bring them about)? Finally, he raised the issue of bad design choices. He asked why, if there were a “hands-on” designer, would that designer not grant immunity to HIV and the like.
Ruse also argued that one can fall into the fallacy of selective attention- if one focuses upon only one example in isolation, then one might come to a conclusion that certain laws/theories may not be correct. But placing these same problems in context shows that they can be explained against “the background of our knowledge.”
Finally, Ruse ended with a number of examples for how problems which were seemingly insoluble were explained by naturalistic means. He also argued that one of the popular arguments for design, the flagellum, has so many different varieties (and is sometimes found to be a vestigial organ), and so cannot be shown to be designed.
Fazale Rana Opening
The problems which must be accounted for within an origins of life model are numerous. One must account for self-replication, the emergence of metabolism, the formation of protocells, the synthesis of prebiotic materials, the formation of life’s building blocks, and more.
Rana then turned to some primary models used by researchers to explain origin of life (hereafter OOL). First, there was the replicator-first model, which was problematic because in order for a molecule to be a self-replicator, it must be a homopolymer. But the complexity of the chemical environment on early earth rendered the generation of a homopolymer on the early earth essentially impossible. Next, the metabolism-first model runs into problem due to the chemical networks which have to be in place for metabolism. But the mineral surfaces proposed for the catalytic systems for these proto-metabolic systems cannot serve as such; Leslie Orgel held that this would have to be a “near miracle” and Rana argues that it is virtually impossible. Finally, the membrane-first model requires different steps with exacting conditions such that the model is self-defeating.
Rana argued positively that OOL requires an intelligent agent in order to occur. The reason is because the only way that any of these models can be generated is through the work on OOL in a lab. Thus, they can only be shown to be proof-of-principle and the chemistry breaks down when applied to the early earth. The fact that information is found in the cell is another evidence Rana presented for design. The systems found in enzymes with DNA function as, effectively, Turing machines. Moreover, the way that DNA finds and eliminates mistakes is machine-like as well. The fact that the needed component for success in lab experiments was intelligence hinted, according to Rana, at positive evidence for design.
Finally, Rana argued that due to the “fundamental intractable problems” with naturalistic models for the OOL and the fact that the conditions needed for the OOL and the processes required to bring it about have only been demonstrated as in-principle possible with intelligent agents manipulating the process.
He’s got a summary of each of the speeches, and it rings true with what I saw when I watched the debate.
WINTERY KNIGHT 