David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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There are various questions that arise in connection with the “intelligent design” (ID) controversy. This introductory section aims to distinguish five of these questions. Later sections are devoted to detailed discussions of each of these five questions. The first (and central) question is the one that has been discussed most frequently in the news lately: (Q1) Should ID be taught in our public schools? It is helpful to break this general “public school curriculum question” into the following two more specific sub-questions: (Q1.1) Should ID be included in the science curriculum of our public schools? (Q1.2) Should ID be included in some part of our public school curriculum? Of course, these public school curriculum questions should be distinguished from other (perhaps related, but distinct) questions that are often asked about ID. Here is another question that is very frequently discussed, not only in the debate about (Q1), but in the ID controversy generally: (Q2) What is ID? In other words, is ID a scientific theory, a religious doctrine, an..
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