What are the stakes?
The risk, if intelligent design is incorporated into school curricula, is to undermine scientific credibility and the ability of young people to distinguish science from non-science. And that is what matters more, in the longer term, than the specific battles over intelligent design versus evolution. In Kansas, advocates of “intelligent design” are attempting to redefine what is and is not science, in direct conflict with the science standards recommended by both the National Academy of Sciences and AAAS in earlier work. They are pushing the board to reject a definition that limits science to natural explanations for what’s observed in the world. They want to define it so that science will include supernatural explanations.
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