Science, Evolution and Intelligent Design
Science, Evolution and Intelligent Design

Science, Evolution and Intelligent Design

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  • Pages: 2 (633 words)
  • Published: November 10, 2021
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The modern evolutionary theories provide for explanations for how life patterns have changed with time. This places a focus on the passing of traits across generations. This is one of the most studied, tested and accepted theories in science to date. However, this has been challenged by the creationist theories overtime. The intelligent design movement has brought forth the highest level of challenge to the evolutionary theory. This design is based on the irreducible complexity. This is an idea that some natural ideas are too complex to be explained by natural selection but would rather be explained by intelligent causes (Action science- promoting bioscience literacy, 24). This movement works on a mandate to that the intelligent designs should be taught in school curriculums as an alternative to evolution theories. This relies on creating a false belief and system of misconceived ideas on science especially concerning the evolution.

According to Michael J. Behe, scientists commonly use the term black box to work within systems having unknown inner workings. An example is the living cell as put forward by Charles Darwin. As opposed by miller, the ideas of Behe have no single biochemical evidences for the intelligent designs. The argument is that parts of an irreducible machine may have different functions but all the functions remain useful. Miller argues that evolutionary process produces complex biochemical machines and that the process of natural selection tends to favour the organism’s parts for different functions (Action science- promoting bioscience literacy, 18). The intelligent design has an attempt to circumvent laws that pr

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otect separation of churches and the state. This holds on to the belief that churches and states are based on believes but have no scientific proof. There exists a scientific controversy over evolution theory. There is no existence of any debates among the many scientists with no credible alternative scientific theory. The community offers debates about specific mechanisms within evolution net even whether the process occurred. The natural structures are too complex. This would be used to argue for the impossibility of the nature to have evolved step by step following the process of natural selection. According to natural selection, structures need same function and work at each step in an organism’s development.

The intelligent design is a scientific theory which has been supported by extensive research and the observation in the natural world. According to scientific theories, the level of intelligence as an agent cannot be tested. This intelligent designs can be said to have a proof on basis of scientific methods. Often it bases its ideas on observations in the natural world. However, this are not tested in the natural world. There have been no mechanisms such as natural selections developed to explain observations (Action science- promoting bioscience literacy, 34). In the modern day world, many scientists are atheists. They only believe in the material world which makes these accusations neither fair or not true. The existing scientific methods can only be limited to the use of evidence from the natural world so as to explain any given phenomena. This system does not undertake the believe on the existence of God and other spiritual

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believes.

These arguments adequately oppose the idea that intelligent design can be used to replace evolutionary sciences in schools. My central argument is a deductive statement that is based on the facts of intelligent design and the theory of evolution. Comparing the two ideas, the ID can be taught alongside the evolutionary theory but cannot be used independently to replace the evolutionary theory. It is evident that the intelligent design lacks some basic biological proof that is evident within the evolutionary theory.

Work Cited

  1. Michael J. Behe, Kenneth R. Miller, William A. Debinsky, Robert T. Pennock, Jonathan Wells,Eugine C. Scott. (2002) Action Bioscience- Promoting Bioscience Literacy. The American museum of national history
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