On this episode of ID the Future, enjoy an excerpt from Discovery Institute’s documentary Revolutionary. It’s been more than a decade since the judge handed down his decision in the Dover intelligent design trial. At the time the mainstream media told the world one story about the trial. Now Revolutionary tells the rest of the story – recounting Behe’s defense of the bacterial flagellum as an example of irreducible complexity, and criticisms of Judge Jones’ decision.
On this episode of ID the Future, Sarah Chaffee examines what it looks like to teach the controversy over Darwinian evolution, explaining why students should learn more, not less, on the topic. Listen in as she looks at a lesson plan overview for a unit on neo-Darwinisim, and highlights 3 points of scientific controversy that teachers can discuss.
On this podcast, David Boze is joined by CSC program manager for public policy and legal affairs, Joshua Youngkin to discuss several recent science education bills filed in the legislatures of New Hampshire and Indiana. Although one of the bills is clearly creationist in form and aim, and would thus be unlawful if passed, as explained below, the language, purpose and likely effects of other two bills are sufficiently murky right now to resist the creationist label.
On this episode of ID the Future, pro-ID mathematician Granville Sewell explains his views on common design and how the second law of thermodynamics challenges materialism. Listen in as Sewell and Luskin explore an expanse of important topics, such as the origin of human consciousness, scientism, education policy, and the problem of evil.
On this episode of ID the Future, Robert Crowther interviews Discovery Institute senior fellow David DeWolf, a leading expert on the legalities of teaching evolution who helped shape the sample academic freedom legislation available at www.AcademicFreedomPetition.com. Dr. DeWolf explains the idea behind the academic freedom bill currently moving forward in Louisiana and what it means to teach the controversy over evolution. Should teachers have the freedom to treat Darwinism as an open and interesting question? Listen in and decide for yourself.