Non-theory On Public Education

Intelligent Design and the Decline of American Education
By Prescott Small

Intelligent Design is not a theory:

"One requirement of science is that it makes specific predictions, which can be tested in a laboratory." states geologist Robert Hazen "Another requirement is that it does not rely on supernatural or miraculous processes."

The primary case that intelligent design promotes is that life and the universe have systems that are so complex that they can only be explained by a creator. The very essence of that theory is completely un-testable. The only test that stands up is if we can not explain complex systems scientifically then they must have been designed by some form of intelligence.

If it was designed by "a creator" a single being or entity; whether that be God, an Alien or the Giant Spaghetti Monster then we are left without testing. The implied protocol for testing is to give up and stop researching because the answers to the question are to difficult to explain.

It is this conclusion that brings me to the "bigger problem" that Intelligent Design is just a symptom of.

Why continuing to push this non-theory on public education is irresponsible:

While this attitude and the answers themselves are unacceptable they do bring attention to the bigger problems in public education. The problems we are faced with in our schools is the declining quality of education that our children receive today. The entire history of our Country has been built on the foundation that the children had a better life than their parents.

This was reflected in:
The child would have a better education than the parents.
The child would have better health care than the parents.
The child would have a better, safer job than the parents.
The child would have a nicer house than the parents.
etc...

These things are no longer true of this generation coming out of our High Schools today.

The whole concept of "No Child Left Behind" is false and misleading at best. The children are now receiving training to pass a test that measures progress. The bar for that progress was only getting lowered so that the appearance was that children are improving when, in fact, they were not.