Intelligent Design network, inc. & the New Mexico Division of Intelligent Design network present:

Darwin, Design and Democracy V:

Science Converges on Design - from Cosmology to Paleontology to Biology

DDD-Main Page Program Speakers Hotels Registration Form

S Y M P O S I U M    P R O G R A M

Friday & Saturday • September 24-25, 2004
Woodward Hall, University of New Mexico  •  Albuquerque, New Mexico
(Click Here for Map & Directions)


Friday Evening, September 24, 2004

6:30 pm
   
Registration - Woodward Hall

7:00 - 7:10 pm 
    Welcome and Introductions 
      Jack Cashill, PhD


Each event consists
of a 45 minute
presentation and
15 minutes of Q&A.

7:10 - 8:10 pm   New Mexico Premier Showing of the Movie: 

        The Privileged Planet: How our place in the Cosmos is designed for discovery 

8:10 -  9:30 pm

        Cosmology Converges on Design
       Guillermo Gonzalez, PhD and Jay Richards, PhD 


Saturday, September 25, 2004

7:30 - 8:00 am 

        Registration - Woodward Hall

8:00 - 9:00 am

        From goo to you via the zoo - why origin of life analyses converge on design  
        William S. Harris, PhD

9:05 - 10:05        

        Convergence and Common Descent.
        Paul Nelson, PhD

10:15 - 11:15 

        A new curriculum module for the Cambrian Explosion
        Michael Keas, PhD

11:30    First Concurrent Sessions - see below for topics, locations and speakers
            Classrooms on the second floor of the Student Union Building

12:30 pm    Have a box Lunch With the Speakers.  Each of the speakers will be having a box lunch in a class room where you can meet them one-on-one and join them for lunch.  Purchase a box lunch with an advance registration.  Lunch will also be available in the Cafeteria at the Student Union

1:30    Second Concurrent Sessions - see below for topics, locations and speakers
          Classrooms on the second floor of the Student Union Building

2:45 - 3:45

            "Convergent Evolution" - An oxymoron?
            Fazale Rana, PhD

3:50 - 4:50
            Why it is legal to teach the controversy: David DeWolf, J.D.

            Why it is illegal to suppress it: John Calvert, J.D.

4:50 - 5:15 Panel Discussion - Legal advice for teachers 

5:15 pm Break for Dinner

Registrants may purchase tickets in advance for a buffet dinner in the Student Union Building or make their own dinner reservations. 

7:15 pm
        Third Annual Wedge Award and Introduction
       
Jack Cashill, PhD

7:30 pm
        Science Stumbles on Design
        Michael Behe, PhD

8:50 pm  

    The State of the Science: Is ID Making a Genuine Contribution to Science?"
        William Dembski, PhD

    Lobbyfest:  Meet our guest speakers in the lobby. 

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 CONCURRENT SESSIONS: Each of the Presentations Listed below, will be given concurrently in two sessions.  The first session will be  between 10:30 and 11:30 and the second between 12:45 and 1:45 pm.  The sessions will be held in class rooms at the locations shown in the program that will be distributed.


Concurrent Sessions

John Bracht, MS

        Convergence: a biological enigma     

Biological convergence is widespread and in some cases almost eerie in its perfection. What does convergence, from the molecular level to the ecosystem level, suggest about design? Does convergence demonstrate ideas originating in the mind of a designer, or does it suggest that strong selective pressures shaping organisms in similar ways? While designers are adept at re-using designs, they may also engineer completely novel solutions to similar problems. Does convergence really fit better with an intelligent design viewpoint, or is it challenging for both Darwinian theory and design theory to adequately accommodate? I will briefly look at examples of biological convergence and the potential problems posed for both Darwinian theory and intelligent design, and why this issue is worth grappling with intellectually.

Casey Luskin, MS

First Concurrent Session:
The New Wave on Campus - Intelligent design clubs on college campuses
around the country are opening minds and challenging tradition.

Intelligent Design and Evolution Awareness (IDEA) Clubs" have evolved from a small student group at UC San Diego to a growing network of clubs on university and high school campuses around the U.S. and abroad. IDEA Clubs aim to create a venue of friendly, informed, and informal cooperative inquiry among people of many beliefs into the scientific and philosophical issues surrounding intelligent design and evolution. A primary benefit of this tolerant and bridge-building approach is to inform students about the often overlooked evidence supporting intelligent design theory and challenging evolutionary theory. This talk will inform students about how they can start an IDEA Club, and address the recently controversial question of the extent to which IDEA Clubs are "religious."

Second Concurrent Session:
Paleomagnetism and the Privileged Planet:

The "Privileged Planet" hypothesis states that universe appears designed not only for intelligent life, but similarly situated to allow for scientific discovery. In essence, it states that measurability correlates with habitability. Earth's magnetic field protects life from solar radiation and is vital to the continued existence of life on earth. The field has also contributed to scientific discoveries ranging from the discovery that continents move to the discovery of the continents themselves. But does it support the "Privileged Planet" hypothesis? This talk will briefly look at how the Earth's magnetic field protects life, and investigate the extent to which its properties are rare, and the extent to which they correlate with scientific discovery.

Methodological Naturalism and the Integrity of Science  

This session will focus on the principle of methodological naturalism (MN) and how it impacts the origins debate. We will consider different definitions that have been used, and the relation between methodological and metaphysical naturalism. We will look at how MN affects the way theories are formulated and how knowledge in the historical sciences is communicated to the public. We will discuss the major arguments for adhering to MN and the counterarguments. We will also discuss the ways that scientific integrity can be violated when MN is adopted as well as when it is not adopted. Attendees should leave with a deeper understanding of why this subject generates such controversy, and some key questions that our society must face in dealing with questions regarding the nature of reality.  

Harold Delaney, PhD

          Darwinism, Design, and Academic Freedom

The case of Texas Tech biology professor Michael Dini is one recent example of how beliefs regarding origins raise issues regarding the academic freedom of professors and students. One of the screening devices Professor Dini used for deciding which students he would consider recommending for graduate education in the biomedical sciences was the question "How do you think the human species originated?". The resolution of this case and others will be reviewed.

Rev. Curtis L. Brickley, Jr.

Presupposing Naturalism: Atheism, Agnosticism and Theistic Evolution?

Theistic evolution fails traditional theistic religion by not allowing for the continued intervention of a creative cause or power. Theistic evolution can get you knowledge "of God" only through faith by denying natural revelation. But without natural revelation, there can be no rational basis for belief in a God who actually reveals Himself through nature. By embracing Naturalism, and its rejection of the supernatural, theistic evolution denies a rational basis for belief in God and a basis for our faith in the resurrection of Jesus Christ.


Science Education in Public Schools
:

Rebecca Keller, PhD

Science in the classroom - What do we teach the children?

This session will address the pressing need to define the elements of good science education. Questions such as "What is science?" What is education?" "What does scientific literacy mean?" "What is responsible science education?" will be discussed. By addressing these questions and others, the definition of good science education will hopefully be better defined in the minds of educators and scientists alike.

Michael Keas, PhD

Teach the Controversy: A Guide to New and Future Curricula

Michael Keas, PhD, Senior Fellow of Discovery Institute, Associate Pro fessor of Natural Science, Oklahoma Baptist University
I will train teachers how to use a new "Icons of Evolution" student study guide (ColdWater Media, 2004) and preview curriculum to be publishe d in 2005. Then, we will brainstorm the sort of future curricula that is nee ded to empower science educators to more effectively teach about important c ontroversies in the physical and life sciences. For example, where does the new "Privileged Planet" and "Biological Convergence" sci entific data fit into middle school and high school science instruction?

Michael Edenburn, MS

Workshops on Origins for Science Teachers

On May 1, 2004 IDnet-NM conducted a workshop for public school science teachers to discuss how the new science education standards impact the teaching of origins and to discuss the competing views on origins. These workshops offer an extraordinary opportunity for planting the principles of objective evidence-based science education in public schools throughout the country. We will summarize what we learned from the workshop and solicit ideas from participants on how to conduct more effective workshops. This session is especially intended for those who would like to help plan or participate in future workshops.

Rick Cole, MS

Expanding and Empowering Student Inquiry: A Science Teacher's Experience and Perspectives on the Teaching of Origin's Science

Presentation Summary: Contrasting theories of the origins of life have been, are and can be successfully taught in a public-school, standards-based curriculum. Methods of research, preparation, instruction, assessment and accountability are discussed. Administrative support, parental notification and pedagogy are key points of emphasis. Student achievement in this curriculum includes the ability to think critically and independent of dogmatic ideologies.

Joseph Renick, MS

Standards for State Science Education Standards

Science Standards must not only be written to reflect grade-appropriate pedagogical principles, they must also reflect a high standard of scientific and academic integrity.  A commitment to these two simple ideals will produce Science Standards that serve the best interest of science students while avoiding ideological bias such as promoted by the National Science Education Standards.  

Dave Thomas, MS

"The Opposing View:  Ten Top Reasons Why ID Should not be Taught in the Science Classroom"

In this talk, the Top 10 Myths behind the Intelligent Design movement will be discussed.  Mr. Thomas will explain why these arguments haven't convinced mainstream scientists, and why Intelligent Design is inappropriate for presentation in public school science classes.

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