ERIC Number: EJ826032
Record Type: Journal
Publication Date: 2009-Jan-9
Intelligent Design or Intelligible Design?
Chronicle of Higher Education, v55 n18 pB5 Jan 2009
Whether the topic is embryos or evolution, religious interests sometimes try to influence how science is taught and practiced. Frequently the perceived conflict between religion and science is understood as a debate about matters of factual observation. The author finds that the difference between the claims of religion and of science can be far subtler--a reflection of distinct human attitudes toward experience based on different types of faith. In this article, the author explains how science requires faith and vice versa. He also uses the concept of intelligent design to illustrate the ideas forwarded by faith in intelligible design.
Descriptors: Religion, Creationism, Science Instruction, Religious Factors, Teaching Methods, Conflict
Chronicle of Higher Education. 1255 23rd Street NW Suite 700, Washington, DC 20037. Tel: 800-728-2803; e-mail: firstname.lastname@example.org; Web site: http://chronicle.com/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Authoring Institution: N/A