5. “Intelligent design means
that various forms of life
began abruptly through an
intelligent agency with
their distinctive features
already intact – fish with
fins and scales, birds with
feathers, beaks and wings,
etc.”
6. Life is complex and cannot be
explained by naturalistic
mechanisms. A scientific
theory of design can explain
the complexity (Brennan)
Evolution as taught in public
schools is fraudulent as leaves
out evidence against evolution
and overstates the evidence
that may exist. (Scalia)
Naturalistic thinking has bad
consequences
9. “Easily the biggest challenge facing
the ID community is to develop a
fully-fledged theory of biological
design. We don't have such a
theory right now, and that's a
problem. Without a theory, it's
very hard to know where to
direct your research focus. Right
now, we've got a bag of powerful
intuitions, and a handful of
notions … but, as yet, no
general theory of biological
design.”
Touchstone Magazine 7/8 (2004), pp. 64
10. “I also don‟t think that
there is really a theory of
intelligent design at the
present time to propose as
a comparable alternative to
the Darwinian theory … No
product is ready for
competition in the
educational world.”
http://sciencereview.berkeley.edu/articles.php?issue=10&article=evolution
11. “ID is not a mechanistic theory, and
it‟s not ID‟s task to match your
pathetic level of detail in telling
mechanistic stories. If ID is correct
and an intelligence is responsible
and indispensable for certain
structures, then it makes no sense
to try to ape your method of
connecting the dots.”
William Dembski, 2001
http://www.iscid.org/ubbcgi/ultimatebb.cgi?ubb=get_topic;f=6;t=000152;p=3
12.
13. “Intelligent design is just the Logos
theology of John‟s Gospelrestated in
the idiom of information theory”
(William Dembski, 1999)
14.
15.
16. Exclusion of Evolution
•Epperson v. Arkansas (1968)
Inclusion of Creation Science
•Edwards v. Aguillard (1987)
Intelligent Design
•Kitzmiller v. Dover (2005)
New Tactics
•“Teach The Controversy”
•“Teach the Strengths and Weaknesses”
•“Academic Freedom to …”
17. “Teaching the controversy
about Darwinism as it
exists in the scientific
community will engage
student interest. It will
motivate students to
learn more about the
biological evidence as
they see why it matters to
a big question.”
Cincinnati Enquirer, 3/30/02
18. “We are skeptical of claims
for the ability of random
mutation and natural
selection to account for
the complexity of life.
Careful examination of
the evidence for
Darwinian theory should
be encouraged.”
19. 700 Dissenters from Darwinism
Engineering
Chemistry
Physics
Medicine
Mathematics
Rest
What is their basis for
forming a
professionalopinion on
evolution?
20.
21.
22.
23.
24. “We, the undersigned American citizens, urge the
adoption of policies by our nation's academic
institutions to ensure teacher and student
academic freedom to discuss the scientific
strengths and weaknesses of Darwinian
evolution. Teachers should be protected from
being fired, harassed, intimidated, or
discriminated against for objectively presenting
the scientific strengths and weaknesses of
Darwinian theory. Students should be protected
from being harassed, intimidated, or
discriminated against for expressing their views
about the scientific strengths and weaknesses of
Darwinian theory in an appropriate manner.”
25. “[I]n all fields of
science, analyze, evaluate and
critique scientific explanations
by using empirical
evidence, logical reasoning, and
experimental and observational
testing including examining all
sides of scientific evidence of
those scientific explanations so
as to encourage critical thinking
by the student.”
26. “natural selection … mutations … common
ancestry”
“scientific explanations concerning any data of
sudden appearance, stasis, and sequential nature
of groups in the fossil record.”
“scientific explanations concerning the
complexity of the cell.”
“The evidence regarding formation of simple
organic molecules and their organization into
long complex molecules having information such
as the DNA molecule for self-replicating life.””
27. Science Education and Academic Freedom Act
“Teachers shall be permitted to help students
understand, analyze, critique, and review in an
objective manner the scientific strengths and
scientific weaknesses of existing scientific theories
pertinent to the course being taught.”
“[N]o student in any public school or institution shall
be penalized in any way because the student may
subscribe to a particular position on scientific
theories.”
What theories? “biological evolution, the chemical
origins of life, global warming, and human cloning”
28. [A] The Board “shall allow and assist
teachers, principals, and other school administrators to
create and foster an environment within public elementary
and secondary schools that promotes critical thinking
skills, logical analysis, and open and objective discussion
of scientific theories being studied including, but not
limited to, evolution,the origins of life, global
warming, and human cloning”
[C] “A teacher shall teach the material presented in the
standard textbook supplied by the school system and
thereafter may use supplemental textbooks and other
instructional materials to help students
understand, analyze, critique, and review scientific
theories in an objective manner”
29.
30.
31. High school textbook examples of
evolution are full of errors ...
These are the best evidence for
evolution …
Therefore, there is no real evidence
for evolution.
The icons persist because the
evolutionists need to brainwash the
students to maintain their
naturalistic (atheistic) cultural
hegemony.
32. “This is one of the most
important books ever
written about the
evolution controversy. It
shows how devotion to
the ideology of
Darwinism has lead to
textbooks which are full
of misinformation.”
http://www.iconsofevolution.com/press/
35. Text Origin Homol. Haeckel Archae. Tree of Finches Moths Total
of Life Life
(pages)
A 0.50 1.00 0.25 0.10 0.75 0.50 1.50 4.60
B 1.00 1.00 0.25 0.33 0 0.75 1.00 4.33
C 2.00 1.00 0.50 0.50 1.00 0.10 0.33 5.43
D 0.50 1.00 1.00 0.33 1.00 2.50 1.50 5.58
E 0.25 0.25 0.50 1.00 0 0.50 0.75 3.25
F 0.25 1.00 0.50 0.50 1.00 0.25 0.75 4.25
G 0.25 0.50 0.25 0.25 0 0.75 1.00 3.00
H 0.66 0.25 0.25 1.00 0 2.00 2.00 6.16
I 1.00 0.75 0.75 0.75 0 0.25 0 3.50
J 1.33 2.00 1.50* 1.50 1.00 2.00 0.25 8.58
* historical discussion
36. Text Pages Evolution % of Total “Icons” % of Evol.
A 944 44 4.70 4.60 10.40
B 895 99 11.06 4.33 4.37
C 1119 103 9.20 5.43 5.27
D 1214 150 12.36 5.58 3.72
E 920 143 15.54 3.25 2.28
F 1175 200 17.02 4.25 2.13
G 944 109 11.54 3.00 2.75
H 1284 226 17.60 6.16 2.73
I 1175 300 25.53 3.50 1.17
J 761 761 100.00 8.58 1.13
37. WARNING: The Galapagos finches did not inspire
Darwin with the idea of evolution, and oscillating natural
selection on their beaks produces no observable net
change.
38.
39. As example of adaptive radiation
◦ Compare with cichlid fishes in East Africa and
Hawaiian honeycreepers
As example of measurable natural selection
in the wild.
◦ Point is not to study (or claim) speciation
◦ Point is to discuss reasonable extrapolations
ifdrought trend did continue
40. WARNING: Peppered moths do not rest on tree trunks in
the wild; Kettlewell's experiments were flawed, and these
photos were staged.
41.
42. WARNING: These pictures make vertebrate embryos
look more similar than they really are; it is not true that
vertebrate embryos are most similar in their earliest stages.
43. “Darwin was not an embryologist, so he relied
for his evidence on the work of others. One of
those was … Haeckel. Darwin wrote in The
Origin of Species that Professor Haeckel
„brought his great knowledge and abilities to
bear on what he calls phylogeny, or the lines
of descent of all organic beings. In drawing
up the several series he trusts chiefly to
embryological characters‟.” (Wells, p. 82)
44. “Professor Haeckel in his but receives aid from
„GenerelleMorphologie‟ homologous and
and in another rudimentary organs, as
works, has recently well as from the
brought his great successive periods at
knowledge and abilities which the various forms
to bear on what he calls of life are believed to
phylogeny, or the lines of have first appeared in
descent of all organic our geological
beings. In drawing up the formations. He has thus
several series he trusts boldly made a great
chiefly to embryological beginning, and shows us
characters how classification will in
the future be treated.”
(Origin, 6th Edition, Chapter 14)
45.
46. No textbook examined
presents the “icons” as the
“best evidence” for
evolution.
The “icons” are discussed in
relation to evolutionary
concepts (e.g.
selection, adaptive
radiation, importance of
developmental processes)
rather than as evidence.
47. “Describe how scientists continue to investigate
and critically analyze aspects of evolutionary
theory.”
Examine the “nine aspects used to support and
challenge macroevolution.”
48.
49.
50.
51.
52. Instinct
Classification Fossil Record
Evolution
Embryology Morphology
Geographic
Distribution
