Darwin himself realized that any kind of significant saltational change would imply a miracle-like intelligent intervention.
This is how we train the next generation of scientists and scholars in the leadership of the ID movement.
One of the consequences of academia’s embargo against ID is that students on their own university campuses can’t learn about evidence for design in nature.
Design advocates have the advantage of looking at both sides of the origins debate.
As a former STEM teacher, I think it’s safe to say that one of a science instructor’s biggest challenges is to instill in students an exciting and genuine sense of discovery through the scientific process.