Robert Hazen is a research scientist at the Carnegie Institution of Washington’s Geophysical Laboratory and Clarence Robinson Professor of Earth Science at George Mason University. Robert Hazen is also author of “Intelligent Design and the College Science Classroom: Should We “Teach the Controversy?”” Hazen, R. M. Intelligent design and the college classroom: Should we “teach the controversy”? Astrobiology 6, 106. (2006)
On the other hand, every student can benefit from an examination of the epistemological arguments that underlie this case. The fundamental distinction between science and religion as ways of knowing was central to the Dover case, and can serve to develop the critical thinking skills of all students. Of special relevance is the exploration of “gaps” in our scientific understanding. ID proponents point to these gaps (leaps of “irreducible complexity”) in their invocation of a designer. Scientists, on the other hand, see such gaps as opportunities for further research and exploration, especially in instances of “emergent complexity,” such as the origin of life.
05-14-2008: Note: During my final editing I switched from to an earlier version of the article and lost many edits. I have attempted to restore the article to its original state.
- “ID and the College Classroom: Should we ‘teach the controversy’?”. Presented several times during 2006-2007 as the Dover, Pennsylvania intelligent design trial evoked much debate. [PPT]
- Achieving Scientific Literacy: A Catechism for Science Education Reform”. This is my basic lecture on how to design science courses for undergraduates who are not science majors. [PPT]