Various school boards and communities in the United States are trying to introduce Intelligent Design (ID) into public school science classes. ID advocates may, by and large, believe ID to be scientifically credible. Then again, perhaps some of the proponents are trying by essentially surreptitious means to introduce religious beliefs into science programs. Whatever the impetus, the ID endeavor disregards the definition of science and must be rejected. Intelligent Design has no valid place in a science curriculum. It is not science.
Science deals empirically with reality. In fact, central to scientific method is that its ideas about the natural world can be tested, replicated, and verified. Unlike science's account of the evolution of life on earth, the ID explanation postulates ideas that can not be observed or confirmed. By looking upon a designer as necessary to account for the origin and development of life, ID breaches science as a discipline.
The scientific process, with its rigorous methods of confirmation, is the best means to understanding our world, and no nation can expect to fare well if its citizens are confused about or misinformed in science. The Intelligent Design movement presents an impediment to educating students for our scientifically-oriented world. It is a grievous threat to the academic integrity of education.