Charles Krauthammer, in his piece in the Washington Post, Phoney Theory, False Conflict points out how intelligent design foolishly pits evolution against faith. As I have discussed here, intelligent design—by its own nature—is not science. Science involves asking questions. Science involves seeking answers to questions unknown. Science involves inquiry. Intelligent design—by its own nature—is a dead end because it claims that some things simply are too complicated to be investigated further. Some “intelligence” must have created the complicated structure. End of story—end of inquiry.

Krauthhammer, in his article, points out that “in order to justify the farce that intelligent design is science, Kansas had to corrupt the very definition of science, dropping the phrase ” natural explanations for what we observe in the world around us,” thus unmistakably implying — by fiat of definition, no less — that the supernatural is an integral part of science. This is an insult both to religion and science. The school board thinks it is indicting evolution by branding it an “unguided process” with no “discernible direction or goal.” This is as ridiculous as indicting Newtonian mechanics for positing an “unguided process” by which Earth is pulled around the sun every year without discernible purpose.”

One of the implications of these events (in Dover, PA, in Georgia, in Kansas) is for science teachers to help students understand the nature of science. What is science? How is science carried out? Who does science? Who funds science? Involving students in experiences in which students ask questions, and use inquiry to find answers to these questions is a fundamental goal of science teaching, and should be underscored and integral to science teaching. This is the intelligence that is needed in science teaching.