ID the Future Intelligent Design, Evolution, and Science Podcast

The Difference Between Teaching Criticisms of Evolution and Teaching Intelligent Design

Casey Luskin
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Critical Analysis of Evolution is Not the Same as Teaching Intelligent Design

A favorite Darwinist conspiracy theory is to claim that education policies requiring critical analysis of evolution are simply a guise for teaching intelligent design (ID). Right now anti-science groups in Kansas are claiming that the state’s new science standards are pushing intelligent design.

If you agree that children should be fully informed about evolution, join with like-minded citizens and stand up in support of the Kansas state science standards.

Go to and sign the petition today

The Kansas science standards do not include intelligent design. In spreading this falsehood, opponents of the standards ignore the following clear statement by the Kansas Board of Education in the standards. “We also emphasize that the Science Curriculum Standards do not include Intelligent Design….” (emphasis added) Which part of “do not include Intelligent Design” can’t opponents of the standards understand?

In this podcast Casey Luskin highlights five simple reasons why teaching critical analysis of evolution is very different from teaching about intelligent design.

Click here to download a short FAQ about critical analysis of evolution.

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Casey Luskin

Associate Director, Center for Science and Culture
Casey Luskin is a geologist and an attorney with graduate degrees in science and law, giving him expertise in both the scientific and legal dimensions of the debate over evolution. He earned his PhD in Geology from the University of Johannesburg, and BS and MS degrees in Earth Sciences from the University of California, San Diego, where he studied evolution extensively at both the graduate and undergraduate levels. His law degree is from the University of San Diego, where he focused his studies on First Amendment law, education law, and environmental law.