Robert B. Talisse
Vanderbilt University
Scott Aikin
Vanderbilt University
In a recent article, Thomas Nagel argues against the court’s decision to strike down the Dover school district’s requirement that biology teachers in Dover public schools inform their students about Intelligent Design. Nagel contends that this ruling relies on questionable demarcation between science and nonscience and consequently misapplies the Establishment Clause of the constitution. Instead, he argues in favor of making room for an open discussion of these issues rather than an outright prohibition against Intelligent Design. We contend that Nagel’s arguments do not succeed. First, we argue that Nagel’s case trades on an ambiguity regarding the content of non-theological views and fails to engage adequately some of the problems of ID. Then we raise concerns about Nagel’s conclusion; specifically, we will point to three incongruities between Nagel’s argument and his conclusion, and then we will raise a more general worry about the likely impact of Nagel’s view
Keywords Contemporary Philosophy  General Interest
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ISBN(s) 1053-8364
DOI 10.5840/jpr_2010_15
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What is Wrong with Intelligent Design?Elliott Sober - 2007 - Quarterly Review of Biology 82 (1):3-8.
The Role of Theology in Current Evolutionary Reasoning.Paul A. Nelson - 1996 - Biology and Philosophy 11 (4):493-517.

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