Seattle Turns Out for Signature in the Cell Book Release Party

CSC director, and author of the Signature in the Cell, Stephen C. Meyer spoke to a full house at the Seattle Art Museum’s Plestscheef Auditorium last night presenting compelling evidence for intelligence behind the origin of life. On a beautiful summer evening in downtown Seattle, an eager crowd of over 200 relaxed inside the museum’s state-of-the-art theater to hear Dr. Meyer explain the problem of “The DNA Enigma” — that is, where does the highly specified and complex information inside the cell come from? Read the full report here and see some pictures from the event.

Leading Advocate of Intelligent Design Challenges Criticism of Science Exam in Britain

Update: An earlier version of this release mistakenly attributed a quote from lecturer James Williams to the Daily Telegraph to Archbishop Rowan Williams, also cited in the article as critical of intelligent design. SEATTLE–Earlier this week, The Daily Telegraph reported attacks on the inclusion of intelligent design in a British science exam, provoking a sharp response from the intelligent design research community, led by Stephen C. Meyer, a Cambridge University-trained philosopher of science whose just-released book Signature in the Cell: DNA and the Evidence for Intelligent Design (HarperOne) is already drawing praise from leading U.K. scientists. Lecturer James Williams of Sussex University complained to The Telegraph, “This gives an unwarranted high profile to creationism and intelligent design as ideas of Read More ›

Inherit the Spin: The NCSE Answers “Ten Questions to Ask Your Biology Teacher About Evolution” With Evasions and Falsehoods

[Editor’s Note: The following article was written by Jonathan Wells and published in 2002.] According to the NCSE, many of the claims in my questions “are incorrect or misleading,” and they are “intended only to create unwarranted doubts in students’ minds about the validity of evolution as good science.” It is actually the NCSE’s answers, however, that are incorrect or misleading. My original questions (in italics) are posted below; each question is followed by the NCSE’s answer (in bold), a brief outline of my response, and then my detailed response. Numbers in parentheses refer to research notes at the end. Please feel free to copy and distribute this document to teachers, students, parents, and other interested parties.

To Teach or Not to Teach: Common Misconceptions About Intelligent Design (Part 3)

[Ed: This post was written by a legal intern at Discovery Institute who has chosen to post anonymously.] The Establishment clause of the United States Constitution states that “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof […].” Today the popular argument against intelligent design (ID) is that it is just an extension of creationism, which implicates ID as a religious theory. The argument begins when proponents of neo-Darwinian evolution attempt to use some definition of science to disqualify ID from being a scientific theory. Intelligent design is then equated with religion through the assertion that if the theory is not science, then it must be religious in nature. Even Judge Jones adopted Read More ›

To Teach or Not to Teach: Common Misconceptions About Intelligent Design (Part 2)

[Ed: This post was written by a legal intern at Discovery Institute who has chosen to post anonymously.] In 2006, Martha M. McCarthy wrote an article (“Instruction About the Origin of Humanity: Legal Controversies Evolve”) arguing that “concerns have been raised…that if the ‘controversy’ is taught and ID is actually subjected to scientific criticism, this may ‘be more confrontational to students’ beliefs than most high school teachers feel is appropriate.’” (FN 68) This misguided statement assumes four things. First, it assumes that students have a set of beliefs on the origin of humanity before they take biology. The second assumption is that high school teachers are the final authority on what is taught in public school science classrooms. The third Read More ›