The following is an example of science:
What Person ‘A’ does: Looks around at the complexity and diversity of life in our world in wonder and contemplates how that diversity came to be.
Person ‘A’ says: “I have been thinking that maybe life as we know it evolved from a common ancestor through small changes over long periods of time. If this were true, I would PREDICT that many species would have similar features.”
What Person ‘A’ does: They go out and analyze evidence as best they can with the tools available to them
Person ‘A’ says: “I have OBSERVED that, indeed, many features are shared amongst species (i.e. bats, whales, dogs and humans (and more) all have appendages with five slender, articulated sets of bones [fingers]). I have further observed that nearly identical species have subtle variations that seem to be advantageous to their specific environment. I do not have the tools to determine that age of my fossils but, because my observations seemed to match my predictions, I have a certain level of confidence that my original idea is accurate and I offer this as a THEORY. I offer this theory for the scientific community to analyze and criticize in the hopes that some new insights might be gained or that my errors may be identified.”
[Much time passes and new technologies are developed]
What Person ‘B’ does: Through archeology and efforts not available to Person ‘A’, many, many more fossils are exposed from deeper and deeper layers of earth. These are analyzed and compared to the predictions originally made.
Person ‘B’ says: “I (and others) have found many more fossils that match the predictions originally made by Person ‘A’. The ability of a theory to predict results or future findings is a good indication that the original theory is, at least, reasonably close to the way things really are. I have a greater level of confidence that the theory is accurate.”
[Much more time passes and more new technologies are developed]
What Person ‘C’ does: Uses several new techniques that can accurately determine the age of ancient relics and fossils using radioactive decay.
Person ‘C’ says: “I have determined with this new, proven technology (which has already gone through scientific vetting as we are discussing) has determined that the age of some of these deeper fossils are indeed millions of years old. This gives an accurate time frame previously unknown to Persons ‘A’ and ‘B’ and is consistent with Person ‘A’s idea that changes occurred over vast periods of time. I have a yet greater level of confidence that the original theory is close to reality.”
[More time passes and new technologies arise]
What Person ‘D’ does: Uses the newfound tool of DNA analysis to compare differences amongst species.
Person ‘D’ says: “I have used the stunningly accurate new tool of DNA analysis to compare variations amongst species. This tool was unimagined by Person ‘A’. If the original theory was correct, then we should see nearly identical DNA in closely related species (i.e. higher primates and humans) and much greater differences in more primitive life forms (i.e. starfish and humans). This tool has demonstrated that very clearly and has even allowed us to correct some errors we have made to date. I have an extremely high level of confidence that the theory of Evolution Through Natural Selection is a stunningly accurate description of how the DIVERSITY of life (including human-kind) as we know it came to be. The likelihood that all the predictions that naturally stemmed from the original theory could erroneously be made is virtually impossible. We have used many different, unrelated technologies to arrive at this conclusion. We have few other theories in science that can be considered (as Evolution is now), virtually undeniable fact.”
The following is NOT an example of science:
What Person ‘X’ does: Looks around at the complexity and diversity of life in our world in wonder and contemplates how that diversity came to be.
Person ‘X’ says: “I do not understand the complexity and diversity of life in our world. Therefore some intelligent designer outside of our ability to understand and test was probably involved.”
Now that you have read (and re-read) the examples of science and ‘non-science’, can you honestly say that ID should be in the science classroom? . . . not the philosophy classroom, but the SCIENCE classroom? There is NOTHING about ID that that has ANY relation to the scientific method. If there is a controversy to be taught, it is the motives of the Intelligent Design proponents and their vigor in trying to get it taught as science.