2. Is acceptance of scientific findings compatible with religious belief?

3. Is acceptance of Darwinian evolution compatible with religious belief?

4. Evangelical Scientists Refute Gravity With New 'Intelligent Falling' Theory
August 17, 2005 | Issue 41•33
KANSAS CITY, KS—As the debate over the teaching of evolution in public schools continues, a new controversy over the science curriculum arose Monday in this embattled Midwestern state. Scientists from the Evangelical Center For Faith-Based Reasoning are now asserting that the long-held "theory of gravity" is flawed, and they have responded to it with a new theory of Intelligent Falling.
"Things fall not because they are acted upon by some gravitational force, but because a higher intelligence, 'God' if you will, is pushing them down," said Gabriel Burdett, who holds degrees in education, applied Scripture, and physics from Oral Roberts University.
Burdett added: "Gravity—which is taught to our children as a law—is founded on great gaps in understanding. The laws predict the mutual force between all bodies of mass, but they cannot explain that force. Isaac Newton himself said, 'I suspect that my theories may all depend upon a force for which philosophers have searched all of nature in vain.' Of course, he is alluding to a higher power."

5. A partial taxonomy of creationists
Young earth creationists

6. A partial taxonomy of creationists
Young earth creationists
Old earth creationists
including progressive creationists

7. A partial taxonomy of creationists
Young earth creationists
Old earth creationists
including progressive creationists
Intelligent Design creationists

8. Distinctive features of ID
Legacy of "creation science"

9. Distinctive features of ID
Legacy of "creation science"
Does not specify alternate mechanism

10. Courts keep creationism out of schools
Epperson v. Arkansas 1968
Segraves v. State of California 1981
McLean v. Arkansas Board of Education 1982
Edwards v. Aguillar 1987
Webster v. New Lenox School District 1990
Peloza v. Capistrano School District 1994
Freiler v. Tangipahoa Parish Board of Education 1997
Rodney LeVake v Independent School District 656, et al. 2000

11. Distinctive features of ID
Legacy of "creation science"
Does not specify alternate mechanism
Explicitly rejects naturalism

12. Distinctive features of ID
Legacy of "creation science"
Does not specify alternate mechanism
Explicitly rejects naturalism
Argument from design

13. Distinctive features of ID
Legacy of "creation science"
Does not specify alternate mechanism
Explicitly rejects naturalism
Argument from design
"irreducible complexity"
"complex specified information"

14. Argument from design
Anticipated by Darwin

15. Argument from design Anticipated by Darwin
Influenced by work of William Paley
Natural Theology, 1802

16. ". . . the inference we think is inevitable, that the watch must have had a maker. "

17. "The marks of design are too strong to be got over
"The marks of design are too strong to be got over. Design must have had a designer. That designer must have been a person. That person is God."

22. The argument from personal incredulity revisited
"The simple little mousetrap has no ability to trap a mouse until several separate parts are all assembled. Because the mousetrap is necessarily composed of several parts, it is irreducibly complex."

26. ID proponents conflate two concepts
Methodological naturalism
a key component of science
Ontological naturalism
a philosophical position

27. ID is a strictly negative formulation

28. "This isn't right. It's not even wrong" Wolfgang Pauli
ID is a strictly negative formulation
"This isn't right. It's not even wrong" Wolfgang Pauli

29. "This isn't right. It's not even wrong" Wolfgang Pauli
ID is a strictly negative formulation
"This isn't right. It's not even wrong" Wolfgang Pauli
What testable predictions does ID theory make?

30. The challenge to teachers
ID is not credible to scientists, but is credible to the public

31. The challenge to teachers
ID is not credible to scientists, but is credible to the public
polished rhetoric meets scientific illiteracy
well-funded, shrewd political effort

32. The challenge to teachers
ID is not credible to scientists, but is credible to the public
polished rhetoric meets scientific illiteracy
well-funded, shrewd political effort
Directly confronting ID legitimizes it
a goal of the ID movement

33. The challenge to teachers
ID is not credible to scientists, but is credible to the public
polished rhetoric meets scientific illiteracy
well-funded, shrewd political effort
Directly confronting ID legitimizes it
a goal of the ID movement
Students and parents include committed creationists

34. Guiding principle
In a science classroom, science is the only appropriate subject.

35. Teach the controversy?

36. Teach the controversy? No.
The controversy is religious or philosophical, not scientific

37. Teach the controversy? No.
The controversy is religious or philosophical, not scientific
ID is not science
rejects methodological naturalism
makes no positive predictions

38. Teach the controversy? No.
The controversy is religious or philosophical, not scientific
ID is not science
rejects methodological naturalism
makes no positive predictions
False duality

39. Teach the controversy? No.
The controversy is religious or philosophical, not scientific
ID is not science
rejects methodological naturalism
makes no positive predictions
False duality
what about the Flying Spaghetti Monster?

41. Strategy
Do not directly engage ID in the classroom

42. Strategy Do not directly engage ID in the classroom
but be prepared to defend evolution outside the classroom

43. Strategy Do not directly engage ID in the classroom
but be prepared to defend evolution outside the classroom
Stick with the evolutionary basics
make sure you're confident in your knowledge of them
not always necessary to make explicit connection with evolution

44. The basics VIST - variation, inheritance, selection, time
Life has changed over time
Living things are linked by common descent
Natural selection leads to change, especially adaptation

45. Mass Frameworks, High School
1. Explain how evolution is demonstrated by evidence from the fossil record, comparative anatomy, genetics, molecular biology, and examples of natural selection.
2. Describe species as reproductively distinct groups of organisms. Recognize that species are further classified into a hierarchical taxonomic system (kingdom, phylum, class, order, family, genus, species) based on morphological, behavioral, and molecular similarities. Describe the role that geographic isolation can play in speciation.
3. Explain how evolution through natural selection can result in changes in biodiversity through the increase or decrease of genetic diversity from a population.

46. Mass Frameworks, Grades 6-8
Give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms. 
11. Recognize that evidence drawn from geology, fossils, and comparative anatomy provide the basis of the theory of evolution.
12. Relate the extinction of species to a mismatch of adaptation and the environment.

50. marble fruit 10 calories rock fruit 8 calories bean fruit 5 calories
Energy content of fruits
marble fruit
10 calories
rock fruit
8 calories
bean fruit
5 calories
corn fruit
2 calories
to survive
to reproduce
big bill
80 cal
160 cal
medium bill
50 cal
100 cal
small bill
25 cal