Evolution and Intelligent Evolution and Intelligent Design in the age of faith and Design in the age of faith and

reasonreason

Is there an Islamic Is there an Islamic perspective?perspective?

Imran Nasrullah, Esq.

BackgroundBackground

• Several school districts across the country have Several school districts across the country have enacted local measures to place Intelligent enacted local measures to place Intelligent Design into the school curriculum along with Design into the school curriculum along with Evolution as a viable alternative to Evolution.Evolution as a viable alternative to Evolution.

• Other measures required a disclaimer to be Other measures required a disclaimer to be placed in school science books stating that placed in school science books stating that Evolution was a theory with unexplainable gaps, Evolution was a theory with unexplainable gaps, and that other explanations, i.e. Intelligent Design and that other explanations, i.e. Intelligent Design should be taught.should be taught.

• Part of a concerted effort between Christian Part of a concerted effort between Christian conservatives and Intelligent Design proponentsconservatives and Intelligent Design proponents

• Set up battle lines between secularists/atheists Set up battle lines between secularists/atheists and religious conservativesand religious conservatives

BackgroundBackground

• Christian conservatives view Darwinism Christian conservatives view Darwinism and Evolution as an atheistic domination and Evolution as an atheistic domination over American cultureover American culture

• Intelligent Design appears to be gathering Intelligent Design appears to be gathering momentum even among non-Christian momentum even among non-Christian conservativesconservatives

• Battle line now seems between people of Battle line now seems between people of faith versus secularists/atheistsfaith versus secularists/atheists

• Secularists claiming that Evolution and the Secularists claiming that Evolution and the Science obviate the need for GodScience obviate the need for God

The culture warThe culture war

• Christian conservatives (primarily) Christian conservatives (primarily) have come to see Evolution as a have come to see Evolution as a threat to their religious beliefsthreat to their religious beliefs

• Take over of the education system Take over of the education system by atheistsby atheists

• Devolution of American culture by Devolution of American culture by GodlessnessGodlessness

The culture warThe culture war

• Evolution has been claimed by Atheists/SecularistsEvolution has been claimed by Atheists/Secularists• Evolution obviates the need for God because it Evolution obviates the need for God because it

demonstrates that life and species arise without demonstrates that life and species arise without divine willdivine will

• Science is increasingly perceived as a threat to Science is increasingly perceived as a threat to faith.faith.– Evolution is considered one of the cornerstones of Evolution is considered one of the cornerstones of

modern sciencemodern science• Conservatives are attempting to bring faith-based Conservatives are attempting to bring faith-based

Cause into science classCause into science class– Allegedly through Intelligent DesignAllegedly through Intelligent Design

• Alternative to EvolutionAlternative to Evolution– As a counter to efforts by Atheists/SecularistsAs a counter to efforts by Atheists/Secularists

Darwin’s discoveryDarwin’s discovery

• Darwin himself was reluctant to publish his findings because the current Darwin himself was reluctant to publish his findings because the current climate of religious orthodoxy.climate of religious orthodoxy.– Aware of the religious implications of his theoryatural selection can be expressed Aware of the religious implications of his theoryatural selection can be expressed

as the following general law (taken from the conclusion of as the following general law (taken from the conclusion of The Origin of SpeciesThe Origin of Species):):– If there are organisms that reproduce, and If there are organisms that reproduce, and – If offspring inherit traits from their parents(s), and If offspring inherit traits from their parents(s), and – If there is variability of traits, and If there is variability of traits, and – If the environment limits the size of natural populations, If the environment limits the size of natural populations, – Then those members of the population with maladaptive traits (as determined by Then those members of the population with maladaptive traits (as determined by

the environment) will die out or reproduce less, and the environment) will die out or reproduce less, and – Then those members with adaptive traits (as determined by the environment) Then those members with adaptive traits (as determined by the environment)

will survive to reproduction or reproduce more will survive to reproduction or reproduce more – The result is the evolutionary change of populations and eventually of species.The result is the evolutionary change of populations and eventually of species.

• He waited until he was 50, happily married, and settled before publishingHe waited until he was 50, happily married, and settled before publishing• Darwin would have been branded a blasphemer, and seditionDarwin would have been branded a blasphemer, and sedition• Darwin, himself, was religious and believed in God (early career was Darwin, himself, was religious and believed in God (early career was

seminary school) and thought Evolution as another example of God’s seminary school) and thought Evolution as another example of God’s handiworkhandiwork

Darwin’s theory of Natural Darwin’s theory of Natural SelectionSelection• Darwin's theory of evolution has four main parts: Darwin's theory of evolution has four main parts:

– Organisms have changed over time, and the ones living today Organisms have changed over time, and the ones living today are different from those that lived in the past. are different from those that lived in the past. The world is The world is not constant, but changing.not constant, but changing.

– All organisms are derived from common ancestors by a All organisms are derived from common ancestors by a process of branching. Over time, populations split into different process of branching. Over time, populations split into different species, which are related because they are descended from a species, which are related because they are descended from a common ancestor. It also explained why similar species tended common ancestor. It also explained why similar species tended to occur in the same geographic region. to occur in the same geographic region.

– Change is gradual and slow, taking place over a long time. This Change is gradual and slow, taking place over a long time. This was supported by the fossil record, and was consistent with was supported by the fossil record, and was consistent with the fact that no naturalist had observed the sudden the fact that no naturalist had observed the sudden appearance of a new species.appearance of a new species.

• This is now contested by a view of episodes of rapid change and This is now contested by a view of episodes of rapid change and long periods of stasis, known as long periods of stasis, known as punctuated equilibriumpunctuated equilibrium. .

• The mechanism of evolutionary change was The mechanism of evolutionary change was natural natural selectionselection. .

Natural selectionNatural selection

• Natural selection can be expressed as the Natural selection can be expressed as the following general law (taken from the conclusion following general law (taken from the conclusion of of The Origin of SpeciesThe Origin of Species):):– offspring inherit traits from their parents(s), and offspring inherit traits from their parents(s), and – If there is variability of traits, and If there is variability of traits, and – If the environment limits the size of natural populations, If the environment limits the size of natural populations, – Then those members of the population with maladaptive Then those members of the population with maladaptive

traits (as determined by the environment) will die out or traits (as determined by the environment) will die out or reproduce less, and reproduce less, and

– Then those members with adaptive traits (as determined Then those members with adaptive traits (as determined by the environment) will survive to reproduction or by the environment) will survive to reproduction or reproduce more reproduce more

• The result is the evolutionary change of The result is the evolutionary change of populations and eventually of species.populations and eventually of species.

What is science What is science (methodology)(methodology)• A methodology by which observation of natural phenomenon posits a A methodology by which observation of natural phenomenon posits a

hypothesis- a theory of explanation regarding the phenomenon- which in turn hypothesis- a theory of explanation regarding the phenomenon- which in turn is tested against controlled observation.is tested against controlled observation.– The failure of the controlled observation to support the hypothesis renders the The failure of the controlled observation to support the hypothesis renders the

hypothesis untenable.hypothesis untenable.– Controlled observation must be measurable and observableControlled observation must be measurable and observable– Testing of the hypothesis must be repeatable and reproducible by othersTesting of the hypothesis must be repeatable and reproducible by others

• Iterative process of inductive reasoning and deductive reasoningIterative process of inductive reasoning and deductive reasoning– Inductiion: the attempt to create some general principle –from some observations-Inductiion: the attempt to create some general principle –from some observations-

which both describes what happened and, more importantly, explains which both describes what happened and, more importantly, explains whywhy it it happened- Hypothesishappened- Hypothesis

– DeductionDeduction: From the general principle which putatively describes accurately and : From the general principle which putatively describes accurately and explains the observed phenomenon, to testing of hypothesis to assess its validity by explains the observed phenomenon, to testing of hypothesis to assess its validity by predicting outcomes. This is accomplished by creating predictions - these are predicting outcomes. This is accomplished by creating predictions - these are phrased as statement in the form "if principle P is true, then event E should occur or phrased as statement in the form "if principle P is true, then event E should occur or fact F should be true." fact F should be true."

• TestingTesting::Once we have predictions, it is time to go out and actually see what we find by collecting Once we have predictions, it is time to go out and actually see what we find by collecting more observations. We try to determine if some fact (F) is already true about the world or if more observations. We try to determine if some fact (F) is already true about the world or if some event (E) occurs or can be caused to occur. some event (E) occurs or can be caused to occur.

• Accumulated body of knowledge of the observable world (physical reality) Accumulated body of knowledge of the observable world (physical reality) obtained through the systematic pursuit of observation, hypothesis, obtained through the systematic pursuit of observation, hypothesis, prediction, and testingprediction, and testing

Intelligent DesignIntelligent Design

• Irreducible ComplexityIrreducible Complexity– The notion that certain biological The notion that certain biological

systems/organs cannot be reduced any further systems/organs cannot be reduced any further without compromising their innate function. without compromising their innate function.

– Therefore, how could the system/organ evolve Therefore, how could the system/organ evolve into its present form since certain basic into its present form since certain basic components, unless “installed” simultaneously, components, unless “installed” simultaneously, are absent or in a deficient state are absent or in a deficient state

– The conclusion: there must be an intelligent The conclusion: there must be an intelligent designerdesigner• Finding a watch on the beachFinding a watch on the beach• Flagella on a bacteriaFlagella on a bacteria• The optical system of the eyeThe optical system of the eye

Irreducible ComplexityIrreducible ComplexityWhat happens when you remove a component?

Can this arise through evolutionary means?

Paradigm shiftParadigm shift

•A scientific revolution occurs, according to Kuhn, when scientists encounter anomalies which cannot be explained by the universally accepted paradigm within which scientific progress has thereto been made. The paradigm, in Kuhn's view, is not simply the current theory, but the entire worldview in which it exists, and all of the implications which come with it.

•When enough significant anomalies have accrued against a current paradigm, the scientific discipline is thrown into a state of crisis… Eventually a new paradigm is formed, which gains its own new followers, and an intellectual "battle" takes place between the followers of the new paradigm and the hold-outs of the old paradigm .

-Kuhn

Kuhn used the duck-rabbit optical illusion to demonstrate the way in which a paradigm shift could cause one to see the same information in an entirely different way.

Paradigm shiftsParadigm shifts

• “…a new scientific truth does not triumph by convincing its opponents and making them see the light, but rather because its opponents eventually die, and a new generation grows up that is familiar with it." – Max Planck – Max Planck

– Newtonian physics to relativistic physics– Maxwell’s theory of aether to Einstein’s universe (spacetime)

• Science is a human endeavor and therefore susceptible to human biases, prejudices, and politics

– Science seems susceptible to dogma, just like religion…– “"microevolution," the ability of species to adapt to changing conditions in their

environment. But he holds to the opinion that science has not convincingly shown that one species can evolve into another…I think there's a lot of problems

with evolutionary dogma." -Dr. Gregory J. Brewer

• Intelligent Design could be another reconciliation between Ultimate Reality and physical reality

– If only the secularists and ID could stop talking past each other• Are other advances in science, mathematics, and cosmology suggesting

additional mechanisms at work besides Evolution

The role of faith in religion and The role of faith in religion and sciencescience

• Does Evolution necessarily obviate Does Evolution necessarily obviate religion?religion?

• Does religion necessarily exclude Does religion necessarily exclude Evolution?Evolution?

Interpretation

Darwinian fundamentalists (secularists primarily) and religious fundamentalists

Evolution is a natural law and thus one of the laws God and His creation

FaithFaith

• Much of science is taken on speculation and Much of science is taken on speculation and faith despite the lack of data, observation, faith despite the lack of data, observation, etc.etc.– Many worlds hypothesis/multiverseMany worlds hypothesis/multiverse– Universe is part of a “foam” of other universesUniverse is part of a “foam” of other universes

• Having the right conditions for life are Having the right conditions for life are Cosmologically remote, and yet we are Cosmologically remote, and yet we are willing to believe in those odds; on the other willing to believe in those odds; on the other hand, belief in God is considered to be hand, belief in God is considered to be putting faith in the improbableputting faith in the improbable

December 21, 2005Judge Rejects Teaching Intelligent Design By LAURIE GOODSTEINHARRISBURG, Pa., Dec. 20 - A federal judge ruled on Tuesday that it was unconstitutional for a Pennsylvania school district to present intelligent design as an alternative to evolution in high school biology courses because it is a religious viewpoint that advances "a particular version of Christianity." Eleven parents in Dover, a growing suburb about 20 miles south of Harrisburg, sued their school board a year ago after it voted to have teachers read students a brief statement introducing intelligent design in ninth-grade biology class…The statement said that there were "gaps in the theory" of evolution and that intelligent design was another explanation they should examine.

-New York Times

February 15, 2006Ohio Board Undoes Stand on Evolution By JODI RUDORENCOLUMBUS, Ohio, Feb. 14 — The Ohio Board of Education voted 11 to 4 Tuesday to toss out a mandate that 10th-grade biology classes include critical analysis of evolution and an accompanying model lesson plan, dealing the intelligent design movement its second serious defeat in two months. The board… stripped the language from the curriculum partly out of fear of a lawsuit in the wake of a December ruling by a federal judge that teaching intelligent design in the Dover, Pa., public schools was unconstitutional.

Darwin's defenders celebrated the reversal as a sign of a backlash against the inroads made last year by critics of evolution. But leaders of the Discovery Institute, the intellectual home of intelligent design, warned that Ohio's move would create a backlash of its own.

"The effort to try to suppress ideas that you dislike, to use the government to suppress ideas you dislike, has a failed history," Mr. West said. "Do they really want to be on the side of the people who didn't want to let John Scopes talk or who tried to censor Galileo?“

-New York Times

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