A majority of the Pinellas County, Florida, School Board supports the inclusion of Intelligent Design in the science curriculum, reports the St. Petersburg Times.
Four members of the school board, including the chairperson and vice-chairperson, have made statements in support of Intelligent Design.
“The entire theory of evolution is not scientific fact. Intelligent design balances it out.” — Nancy Bostock, Chairperson
“I’d probably ideally like to keep it all [evolution and Intelligent Design] out of the classroom. If it’s going to create this much controversy, how important is it?” — Peggy O’Shea, Vice Chairperson
“I think that students should be given the opportunity to view all theories on how man evolved and let their science background and their religious background take over as to which one they believe in.” — Jane Gallucci, Member
“To teach one [evolution] as if nothing else existed, I think we’re doing our students a disservice.” — Carol Cook, Member
You can read the news article here.
The PCSB website states: “The public is encouraged to contact the School Board members on any issue.”
I suggest we contact the school board and let them know there are more than two theories of our origins. Pastafarianism is built on similar tenets as Intelligent Design, and has much greater support from the academic community. If you decide to write, please be respectful.
Contact Info:
Office: (727) 588-6300
E-mail: Board@pcsb.org
Individual E-mail addresses:
Nancy Bostock: bostockn@pcsb.org
Peggy O’Shea: osheap@pcsb.org
Jane Gallucci: galluccij@pcsb.org
Carol Cook: cookc@pcsb.org
And the hydra sprouts a new head. I’m particularly appalled by Ms O’Shea’s idea of teaching nothing controversial because it can’t possibly be important. Can we offer them a re-written curriculum that educates no-one in anything controversial – religion, politics, science, history, sociology, literature etc. What would they be left with?
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emails away
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I’d like to note that none of the above commentators are pirates who are for intelligent design in the classrooms.
“The entire theory of evolution is not scientific fact. Intelligent design balances it out.” Well yeah I mean unless it can be proven it’s considered scientific theory. But how does ID balance it out anyone? Can I get a Ramen?
Regardless, we throw in ID we must then offer the different views of ID which means more people will learn of the great FSM.
Pasta be with you.
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Oh yeah and another thing, someone on the original article brought this up as a comment.
“”To teach one as if nothing else existed, I think we’re doing our students a disservice.”
I wonder if Ms. Cook would say the same about abstinence-only sex ed? that’s not showing the full picture either”
I totally agree alot of people that are pushing for ID in the classrooms are being hypocrital when it comes to other issues like sex ed and teaching kids all the methods of safe sex.
sorry I’m done done.
Pasta be with you.
Ramen.
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Dear board,
I recently heard that you are going to teach the ID theory next to the theory of evolution in the classrooms.
To me, this is a very, very serious matter so that’s why I’m sending this.
May I point out the fact that there are more than 2 theories of our origin?
It is of course a great idea that students “should be given the opportunity to view all theories on how man evolved”. (quote Ms. Gallucci)
I like to point out that there is another theory; the theory that a Flying Spaghetti monster created the universe, earth and man.
A few things that you need to know and why this theory receives so much support from the scientific community:
1. He created the Universe first. The FSM needed a few days – we’re not exactly sure how many – to do this (being it such a huge thing and all). Then he created a mountain with trees and a Midgit. (a sort of midget, but not exactly).
I know, I hear you ask… “if this is Intelligent Design, then why are asteroids colliding, are there still traffic jams. Why does my husband need glasses and do I choke when inhaling while I drink my coffee??”
That, my dear board, is a very good and useful question and I will answer it:
2. This might sound a little strange, but when you believe it, it will make sense. He was a little drunk while he created it all. He even forgot that he did it, and made another world. He then sort of melted them together and that’s why there is a heaven with beer volcanoes. Really.
3. He controls everything with his Noodly Appendage – but not always. Being the world so large, he can’t be everywhere all the time, so sometimes you really need to keep your eyes on the road while driving. Trust me on that one.
4. All proof of evolution on this world is placed there by the Flying Spaghetti Monster. Although he didn’t leave a note, we’re pretty sure.
I don’t want this email get too long, but I’m sure you understand why I strongly feel that the children know who created them.
You can find more info on our website http://www.venganza.org
Sincirely,
Theo Westgeest
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Thats just ridiculous.
.
“I’d probably ideally like to keep it all [evolution and Intelligent Design] out of the classroom. If it’s going to create this much controversy, how important is it?”
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You often have to struggle before the truth can be found. Nothing in life is easy, nor is it handed to you. All this ‘controversy’ is necessary for growth.
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“The entire theory of evolution is not scientific fact. Intelligent design balances it out.” — Nancy Bostock, Chairperson
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How exactly is it balanced out? A highly probable explanation for how things came about that has been tested and viewed accurate…and something completely idiotic that was created by a group of people with no real testable evidence?(who were probably bored at the time, eatting their non-noodle based substances.)
“I’d probably ideally like to keep it all [evolution and Intelligent Design] out of the classroom. If it’s going to create this much controversy, how important is it?” — Peggy O’Shea, Vice Chairperson
.
I answered that already, and decided to come back and comment on everyone else :]
“I think that students should be given the opportunity to view all theories on how man evolved and let their science background and their religious background take over as to which one they believe in.” — Jane Gallucci, Member
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Meanwhile you’re only actually giving them two theories, and not the complete spectrum.
“To teach one [evolution] as if nothing else existed, I think we’re doing our students a disservice.” — Carol Cook, Member
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And to pollute the minds of young impressionable children with senseless dribble is a disservice. I’m of course speaking of ID.
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The most interesting thing to note here is how incredibly stupid these people are. Perhaps we shouldn’t be wasting our time trying to change their obviously non-existent minds, and should instead take up a collection to pay for crayons, finger paints and other bright/shiny objects. This would keep them more usefully occupied and away from positions of responsibility where they can do great damage through their complete inability to understand the subject.
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quote — “I’d probably ideally like to keep it all [evolution and Intelligent Design] out of the classroom. If it’s going to create this much controversy, how important is it?”
*blinks*
also calc is hard… is it realy that important also? can we leave that out so my kids don’t have to think. please no big words in the english books and more pictures.
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Unfortunately, the debate is not only at the county level, as another part of the same article in St. Pete Times reports,
At least one member of the state Board of Education has objected to the proposed standards. Donna Callaway told a religious newspaper in Jacksonville that evolution “should not be taught to the exclusion of other theories of the origins of life.”
Additionally, Selena “Charlie” Carraway, program manager for the state Department of Education’s Office of Instructional Materials, has urged fellow Christians to fight the inclusion of evolution in the science curriculum.
As a science teacher, we appreciate the recognition that the CFSM has brought, and encourage your members to post at the education blog, “The Gradebook”. At least one board member is reading the blog, as she responded to a post. http://blogs.tampabay.com/schools/ is the link.
Thanks!
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I’d really like to see a form letter that we can all use to send to these people. Something so I don’t sound like the pissed-off person that I am.
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Sent an e-mail to them… lol
Hello, I just heard the good news that the Pinellas County, Florida, School Board supports the inclusion of Intelligent Design in the science curriculum. I think that a broader science curriculum is what the students of Pinellas County needs. Also, I hope that this step forward in science education is complimented with Pastafarianism, or FSMism, the Flying Spaghetti Monster. We believe the FSM is responsible for the source of all creation, DNA strongly resembling rotini pasta, (two inch lengths of thick screw-like pasta), single-celled string like primitive life, etc.
Pastafarianism is built on similar tenets as Intelligent Design, and has much greater support from the academic community.
Sincerely,
-Dillon L Karchner
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“I’d probably ideally like to keep it all [evolution and Intelligent Design] out of the classroom. If it’s going to create this much controversy, how important is it?” — Peggy O’Shea, Vice Chairperson
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o_o That’s a whole new level of stupid.
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When will it all end!!!! How do these people get elected?!!!!
I guess I will warm up my keyboard for another e-mail onslaught!!
Ramen!!
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“The entire theory of evolution is not scientific fact. Intelligent design balances it out.” — Nancy Bostock, Chairperson
-but it is a scientific theory with many facts to back it up. Intelligent design is a religious theory with no actual facts.
“I think that students should be given the opportunity to view all theories on how man evolved and let their science background and their religious background take over as to which one they believe in.” — Jane Gallucci, Member
-Well then this includes FSM of course, and every other religion in the world?
“I’d probably ideally like to keep it all [evolution and Intelligent Design] out of the classroom. If it’s going to create this much controversy, how important is it?” — Peggy O’Shea, Vice Chairperson
-Well it’s better than the others..
“To teach one [evolution] as if nothing else existed, I think we’re doing our students a disservice.” — Carol Cook, Member
-Right! So lets teach a theory with no evidence! WOO! Service the students with lies!
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:) I sent them a lovely, polite e-mail to let them know about our theory.
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Priceless quotes… And they wonder why only the deluded take them seriously…
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“I’d probably ideally like to keep it all [evolution and Intelligent Design] out of the classroom. If it’s going to create this much controversy, how important is it?” — Peggy O’Shea, Vice Chairperson
That quote is gold. PURE GOLD.
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“… all theories on how man evolved …”
There is only one theory on how man evolved.
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It’s amazing that even after the whole ID thing has been shot down and made out as the psuedoscience BS creationism it is…..these people are still endorsing it. I mean I know none of these people watch NOVA but come on. Is Florida really that full of existentially handicapped people as is seems?
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This is stupid. If we didnt have enough troble with polk, now this? The FSM is not pleased…..
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I can not beleive that another school board thinks this a good idea. So, hopefully we can track down the individual E-Mails and inform them of our tasty theory. Untill then, we should email them at Board@pcsb.org and hope for some results.
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i mean, this is really how it should be taught in one class
1.evolution(35min)
2.Flying Spaghetti Monster creation(20min)
3. I.D(5min)
any one disagree?
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*sigh*. Once more unto the breach my friends, once more unto the breach…
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I still cant believe this…….
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Okay, I sent a letter off to these people.
It’s funny. They look like such intelligent people. They don’t “look” like they would supoort ID without also supporting FSMism.
Since looks can be decieving, I propose that we devise a test to determine if individuals are truly intelligent, and therefore capable of comprehending Intelligent Design, or for that matter, anything more complex than opening a beer. I’m thinking something along the lines of measuring brain cavity volume with a CT scan, and looking for any voids created by missing brain mass.
Oh wait, nevermind: I forgot that He will be there to “adjust” our test results. I guess we’ll have to gauge people’s intelligence by gut instinct since empirical data cannot be trusted.
rAmen.
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I already emailed them and got a response back.
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sigh..
this kind of blind stupidity annoys me
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When will this end? It looks like every week another US school board decides to include one religion into science classrooms, while they ignore other theist theories. Leave them all out, or include them ALL!
Luckily activist school boards like this are utterly impossible in my country :)
Is it just me, or do these board members look like they just stepped out the nineteen-fifties?
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Seriously.
I’m first!?
Here’s the letter I’m sending!
—As a child I was always interested in history. This interest history led me to pursue a career in education. I currently teach HS social studies.
Throughout learning and teaching about history, I’ve learned that it is next to impossible to separate history and religion. The two are intertwined.
Sometimes in history class, one discussion leads to another, and that topic leads to another and next thing you know, you are talking about something you intended to talk about.
The result of one of the conversations has prompted me to write to you.
I was talking about how Christianity has the 10 Commandments, how I am a big proponent for hanging them in schools, and how most other religions don’t have such rules. Then a student corrected me. “The Church of the Flying Spaghetti Monster has 8 ‘I Rather You Didn’ts’.”
I laughed this off. She then informed me that she has as much proof as I do; there is as much proof that a flying monster made of spaghetti created everything as there is as much proof that Jesus’ dad created everything.
“It all came out of a book. No one was around to see what was described in Genesis. For all we know, The Flying Spaghetti Monster created everything with his noodly appendages.”
I then asked her what she knew of these 8 “I Rather You Didn’ts.”
“I don’t remember all of them. But the ideas are;
-Just play nice with each other, don’t go killing or beheading people in my name.
-Don’t do anything that might hurt other people’s feelings
-Don’t spend millions making churches and what-not to worship me. Use that money more effectively; such as feeding the homeless, finding a cure for some disease. ”
She then added that, to the best of the Church of The Flying Spaghetti Monster’s knowledge, no one has ever been killed in the name of his Noodly Deity. “Can you say that about any other religion? Can we say, The Crusades and the Inquisition?”
These simple ideas appealed to me and I told the class I’d “Google” the Flying Spaghetti Monster when I get home.
I read up on this Noodly Deity. I must say that I am convinced that there is as much of a chance that the Flying Spaghetti Monster created the universe as did Jesus’ dad.
If you insist in teaching Jewish-Christian belief of creation, I implore to you please consider teaching the idea of Carbo-Hyrdate-Creationism. I also encourage you to teach the main beliefs of the 8 I Rather You Didn’ts. These simple tenets encourage all men and women to do their best to get along, respect each other, and to try to help each other.
As we say,
Peace and RAmen
C. Felix
(A nice and simple contraction of Amen and Ramen [As in Ramen Noodles.])—
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– Ah, I love instructing people in the ways of the FSM, i guess that’s two schools in the past couple weeks to mention their interest in ID. Quite concerning, eh? Well, in case anyone is interested, though doubtful, I’ll show ya what I wrote to them.–
Hello Pinellas County School Board,
I don’t want to take up much of your time, so I’ll make this as short as possible.
Just today I was looking in the news, and noticed an article concerning the schools interest in adding ID (intelligent design) into the science curriculum alongside evolution. I’m not against the addition of such content in the science curriculum, but I am rather distraught that there is only interest in the teaching of one form of ID. If the school does indeed end up teaching ID, then it would only be understandable and fair to incorporate other forms of ID, such as my belief, and the belief of many others, that the world, and it’s inhabitants, and even everything in existence, was created by a Flying Spaghetti Monster. And if the one form of ID that you school is so intent on teaching is the only one that is taught, and the Pastafarian ID (Flying Spaghetti Monsterism) is left untouched in the classroom, then legal action must take place. I know you will be reasonable and teach both though, so hopefully no one will have to worry about that.
Not only does the Pastafarian ID have just as much evidence as any other form of ID (maybe more), but we have many very respected scientists/doctors/etc that are completely for Pastafarian ID being taught at school. If need be, I could supply this list for you.
Anyways, this is turning out a bit longer than I expected, so I’ll go over the rest as quickly as possible. The teacher MUST wear complete pirate regalia while teaching the Pastafarian ID. For brevities sake, I won’t explain why, so best to not question it. My fellow Pastafarians and I can instruct the teachers in the ways of Pastafarian ID, so the teachers would be well versed in our teachings before hand. Lastly, I would like to make a toast to a time when ID, Flying Spaghetti Monsterism, and logical conjecture based on overwhelming observable evidence can all be taught side by side.
Have a good day, and may your curriculum be touched by His noodly appendage.
- ******* *******
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“The entire theory of evolution is not scientific fact. Intelligent design balances it out.”
Balances it out? Balances it out? AAARRRGGGHHH!
“I’d probably ideally like to keep it all [evolution and Intelligent Design] out of the classroom. If it’s going to create this much controversy, how important is it?”
Oh, it’s very important. So much for politicians knowing what they’re talking about-yet another example.
“I think that students should be given the opportunity to view all theories on how man evolved and let their science background and their religious background take over as to which one they believe in.”
Then teach ID in religion class, and Evolution in science class.
“To teach one [evolution] as if nothing else existed, I think we’re doing our students a disservice.”
See above. There is more fact around evolution than ID, that ’s for sure.
More politicians jumping on the ID bandwagon. Sigh.
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This kind of thing really gets me worried. It’s bad enough having to deal with people pushing religion outside of school, but once it gets like this…
Anyway, here are my replies as a loyal Pastafarian Discordian Unitarian Universalist Atheist:
.
Nancy Bostock:
I have yet to see ANY convincing evidence for Intelligent Design. Evolution, on the other hand, has a massive amount evidence supporting it, which you should NOT have to ask me for if you actually have a science/biology teacher in Pinellas County. So saying that we should “balance out” science with something that is not even slightly scientific seems a little like saying the best way to lose weight is through complete disembowelment.
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Peggy O’Shea:
One of the biggest signs of importance is controversy. In the science classroom, students should learn science. It is that simple.
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Jane Gallucci:
Out of curiosity, would it change your view if we gave you a list of all the different “theories” you should now be supporting? Just keep religion seperate from science, please.
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Carol Cook:
Oh, I think most of them are aware that many other theories exist. If they want to learn them, there are plenty of sources to do so. But for now, can you just go back to teaching science in the science classroom? Intelligent Design is not science.
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How have these school boards not learned?
Gold!
But seriously, there was Dover, Kansas, and a few recently, I mean seriously, this is the problem with education: stupid idiots are in charge.
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“I think that students should be given the opportunity to view all theories on how man evolved and let their science background and their religious background take over as to which one they believe in.”
I like it I like it – as long as pastafarianism is given as much consideration as Christianity, Islam, Hinduism, Buddhism, Sikhism, Judaism, Confucianism, Jainism, Zoroastrianism, Shinto, Taoism, Wicca and any other beliefs people hold to be true as well – if you want to teach intelligent design then you MUST teach all intelligent design theories.
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“eye’d probubbly lyke to keep itt awl [speling and grammer] owt of the klasrum. if its going too kreat this much kontruvurse howe umportunt iss it.”
-ScienTastic
“The entire theory of evolution is not scientific fact. Intelligent design balances it out. Of course, I don’t know what the words ‘entire,’ ‘theory,’ ‘evolution,’ ’scientific,’ ‘fact,’ ‘intelligent,’ ‘design,’ or ‘balance’ mean, so take what I say with a grain of salt.” — Nancy Bostock, Chairperson
“To have someone like me on the school board, I think, does our students a disservice.”
— Carol Cook, Member
“I think that students should be given the opportunity to view all theories on how man evolved and let their science background and their religious background take over as to which one they believe in.” — Jane Gallucci, Member
Wait. What? Does she even KNOW what intelligent design IS?
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I got a reply back from them, which has email addresses
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Here is my Letter:
To the Pinellas County, Florida, School Board
.
It may not be immediately obvious why a person from Australia would take an interest in what is happening in a Florida School district. The short answer is that developments in Australian public education open the possibility that we will move to a similar system to yours.
.
I would like to take this opportunity to applaud you on your brave decision to oppose the scientific establishment and include alternate theories on the origins of life on earth in your Science curriculum.
.
In light of this bold move, I feel it is only right that I bring to your attention another such theory which has even MORE evidence to support it than does the theory of Intelligent Design.
.
I speak, of course, of the Flying Spaghetti Monster.
.
As a practicing Pastafarian I am passionately committed to educating others about the Divine Pasta and the abundant evidence of His Creation of our world. Accordingly, I beseech you, as responsible public servants with the best interests of your student body at heart, to ALSO include the Theory of the Flying Spaghetti Monster in your Science curriculum.
.
Details of the Theory and the evidence supporting it have been included in an Open Letter to the Kansas School Board, which can be found at http://www.venganza.org/about/open-letter
.
I thank you for your balanced and concerned consideration and anticipate your inclusion of this Theory in you curriculum with great hope.
.
Have a Wonderful X-FSMass!
.
Drew Dight
Pastafarian.
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What is it with Floridians now a days. we are causing so much ruckus. (Sex ed and Intelligent design)
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I think they need to talk to the idiots in polk county, you’d figure they’d here about us somehow…
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Seriously, Pinellas County is about 10 minutes away from me… I actually used to work there. You’ve got to be fucking kidding…. Good news is… I don’t have to travel very far to distribute propaganda!
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I don’t see my post, so I’ll post what I sent to this Board of Educators:
“I am a Pastafarian who is greatly concerned for your support of Intelligent Design being brought into the science cirricula of Florida schools, without also including the teachings of the Flying Spaghetti Monster. FSMism is an alternate theory of Intelligent Design that has the backing of the scientific community, and is proven to be scientific by many graphable, provable data. I strongly urge you to review the open letter to the Kansas Board of Education, found here: http://www.venganza.org/about/open-letter. I’m sure you will agree with all us pastafarians that FSMism deserves equal time in the classroom when compared to Evolution and the Christian based Intelligent Design. I hope that our 10 million members will not have to have any bake-sales to fund legal action aginst PCSB for discriminating against our beliefs.
Thank you very much. Andrew D Pohlman. ”
I got the canned response saying my lette rwould be forwarded to the Superintendent and the Board. If I actually get real responses, I’ll post them.
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OMFSM! I know this isn’t just particular to Florida, but some of the school boards in the state are just taking this issue and running with it.
.
And Ms. Peggy O’Shea’s comment: “If it’s going to create this much controversy, how important is it?” just demonstrates a fundamental flaw in American society. It seems if there’s some sort of debate and intelligent engagement involved, then it’s bad and should just be shoved under the rug. I’m sending them my email I sent to Polk County. This is just ridiculous.
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Where are these people getting their “science?” They seem ready to accept the DNA evidence that will help loved ones cure a disease or find their relatives, but not the evidence that supports the Theory of Evolution. Science is not just applicable where one wants it to be – and it constantly changes. Every time it does, it makes the Theory of Evolution more plausible. And, of course, if these people want I.D. taught, then they also need to teach the origins of man/woman/pirates as told in the Gospel of the FSM.
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The quotes from the 4 School Board members who support teaching “Intelligent Design” as science kind of say it all. No satire required when reality is just that stupid…
“The entire theory of evolution is not scientific fact. Intelligent design balances it out.” — Nancy Bostock, Chairperson
“I’d probably ideally like to keep it all [evolution and Intelligent Design] out of the classroom. If it’s going to create this much controversy, how important is it?” — Peggy O’Shea, Vice Chairperson
“I think that students should be given the opportunity to view all theories on how man evolved and let their science background and their religious background take over as to which one they believe in.” — Jane Gallucci, Member
“To teach one [evolution] as if nothing else existed, I think we’re doing our students a disservice.” — Carol Cook, Member
They’re as good as any satirical comment I can up with.
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Hello,
I understand that a majority of your school board members support teaching Intelligent Design as part of a science curriculum.
In science, there are specific criteria for what qualifies as a “theory”. It’s not just an idea, or something that explains the data. The word “theory” means something very different in science than on TV, where detectives stand around a crime scene talking about their theories of the crime.
One of the criteria for a scientific theory is that it must be “falsifiable”. If you are not familiar with that idea, Wikipedia has a good explanation.
Evolution is falsifiable. Intelligent Design is not. So it does not belong in a science class.
That is not to say Intelligent Design is not what actually happened. Nobody can prove or disprove that, any more than they can prove or disprove the idea that the world was created 200 years ago, or even one second ago.
It’s just to say that Intelligent Design does not meet the criteria of science. If it is to be taught in schools, it should be taught somewhere else, perhaps as part of a philosophy course.
However, I can see where you might want to re-define science, throw out falsifiability as a criterion for scientific theories, and include things in the curriculum that have the support of powerful interest groups.
If that’s what you want to do, I strongly suggest you consider the theory of the Flying Spaghetti Monster. It’s not falsifiable, but neither is Intelligent Design, and they explain the data equally well. You may consider its proponents nut-jobs, but we are nut-jobs to be reckoned with, since many of us work in the computer industry, science, and engineering, and have plenty of money to contribute to lobbying and legal funds to promote our views.
Best regards,
Bob
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And so the emails begin. Do not let the equally valid theory of Flying Spaghetti Monsterism be ignored any longer!
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It’s always interesting to see which board members are the more rabid (and thus ironically more honest) and which try to cover their ideas with a veneer of diplomacy or hypocracy (e.e. teaching the controversy).
RAmen
(Gold, first time poster)
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Oh, again? Well, well. These seem to be really very intelligent persons. I especially liked the argument of Ms. O’Shea. I think Physics create some controversies, too. Let’s do away with it. Or Mathematics, come to think of it…. well, why go to school in the first place?
I always thought, it was a mistake leaving the trees….
(OK, that’s Douglas Adams).
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I sent the following email to Board@pcsb.org, and cc’d the superintendent (super@pcsb.org):
Hello,
I understand that a majority of your school board members support teaching Intelligent Design as part of a science curriculum.
In science, there are specific criteria for what qualifies as a “theory”. It’s not just an idea, or something that explains the data. The word “theory” means something very different in science than on TV, where detectives stand around a crime scene talking about their theories of the crime.
One of the criteria for a scientific theory is that it must be “falsifiable”. If you are not familiar with that idea, Wikipedia has a good explanation.
Evolution is falsifiable. Intelligent Design is not. So it does not belong in a science class.
That is not to say Intelligent Design is not what actually happened. Nobody can prove or disprove that, any more than they can prove or disprove the idea that the world was created 200 years ago, or even one second ago.
It’s just to say that Intelligent Design does not meet the criteria of science. If it is to be taught in schools, it should be taught somewhere else, perhaps as part of a philosophy course.
However, I can see where you might want to re-define science, throw out falsifiability as a criterion for scientific theories, and include things in the curriculum that have the support of powerful interest groups.
If that’s what you want to do, I strongly suggest you consider the theory of the Flying Spaghetti Monster. It’s not falsifiable, but neither is Intelligent Design, and they explain the data equally well. You may consider its proponents nut-jobs, but we are nut-jobs to be reckoned with, since many of us work in the computer industry, science, and engineering, and have plenty of money to contribute to lobbying and legal funds to promote our views.
Best regards,
Bob
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