Arguing from the Evidence: The Correct Approach to Intelligent Design's Challenge in the U.S. Courts
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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Philosophy of the Social Sciences 41 (4):495-534 (2011)
In Kitzmiller v. Dover (2005), the only U.S. federal case on teaching Intelligent Design in public schools, the plaintiffs used the same argument as in the creation-science trials of the 1980s: Intelligent Design is religion, not science, because it invokes the supernatural; thus teaching it violates the Constitution. Although the plaintiffs won, this strategy is unwise because it is based on problematic definitions of religion and science, leads to multiple truths in society, and is unlikely to succeed before the present right-leaning Supreme Court. I suggest discarding past approaches in favor of arguing solely from the evidence for evolution
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