The Challenge of Creationism and Intelligent Design: An Introduction

Abstract

by Andrew FraknoiFoothill College and Astronomical Society of PacificPosted: 10/03/05The Astronomy Education Review, Issue 1, Volume 4:90-94, 2005© 2005, Andrew Fraknoi. Copyright assigned to Association of Universities for Research inAstronomy, Inc.Readers of Astronomy Education Review probably don’t need to be told that scientific world viewis under attack in many places around world. Here in United States, ideas from both modernbiology and astronomy are being challenged by religious fundamentalists in several states. In Kansas andelsewhere, organized movements have as their aim to deny scientific evidence about both evolutionof species and age of universe. A new doctrine called intelligent design is being touted as a scientific alternative to evolution, althoughthere is no evidence for it from any reputable peer-reviewed source. Even president of UnitedStates has weighed in on issue, suggesting that such alternative views should be given a forum in ourscience classes. While we believe that evolution as studied and understood by mainstream scientists is inno way incompatible with religious faith, we also believe that science classes should teach science—bydefinition, the observation, identification, description, experimental investigation, and theoreticalexplanation of phenomena. Recent surveys continue to document that public understanding of science in United States isdepressingly low. In 2000, National Assessment of Educational Progress indicated that only 29% offourth graders, 32% of eighth graders, and a depressing 18% of twelfth graders performed at or above thelevel termed proficient in science for their grade. Nor are their parents doing much better. The NSFScience & Engineering Indicators of 2004 reports that fewer than 1/5 of adult Americans can beconsidered minimally science literate in sense required for participation in civic society.