Differences in epistemic practices among scientists, young earth creationists, intelligent design creationists, and the scientist-creationists of Darwin's era
In Roger S. Taylor & Michel Ferrari (eds.), Epistemology and Science Education: Understanding the Evolution Vs. Routledge. pp. 38--76 (2011)
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This chapter offers a critique of intelligent design arguments against evolution and a philosophical discussion of the nature of science, drawing several lessons for the teaching of evolution and for science education in general. I discuss why Behe’s irreducible complexity argument fails, and why his portrayal of organismal systems as machines is detrimental to biology education and any under-standing of how organismal evolution is possible. The idea that the evolution of complex organismal features is too unlikely to have occurred by (...)