Press Release

The Centre for Intelligent Design on September 27th 2011 issued a press release and additional material relating to the call by Prof Richard Dawkins, Sir David Attenborough and others for a legal  ban on Creationism and Intelligent Design in Britain's schools. Click here for the Press Release page.

Academic Freedom

It will be obvious to anyone who follows the debate about Intelligent Design (ID) that the issues it raises are profound.  Based on the scientific evidence for design in nature, ID challenges the foundational principle of neo-Darwinism that life is the result of blind and purposeless forces.  It does not necessarily overturn all evolutionary theory, but it requires a major re-think of much of it.  And if ID is correct, the philosophical and religious implications are extensive.

However, there is another key issue raised by ID.  It is the freedom of academics and science educators to explore and discuss the issues associated with ID.  The exploration of ID within science should not be dismissed as something it is not – a disguised religious position.

It is the case that academics who express sympathy for Intelligent Design are subject to abuse and career damage.  In addition, a statement in September 2011 by 30 or so leading scientists wants the portrayal of ID as science to be banned in schools.  In 2008, a prominent Professor of Education who endorsed publicly what is, ironically, the stated position of the Department of Education  - that ID should be discussed in science lessons if it is raised by pupils - was forced to resign his position at the Royal Society.

There is something deeply disturbing about all this.  Academic freedom is a precious part of freedom of speech and should not be destroyed by scientific ideologues who wish to smother uncomfortable dissenting views.  Scientific enquiry and method demand that we go where the evidence leads.  That’s not always the same as what the consensus has agreed.

This section of our web site will highlight issues of freedom of expression and enquiry about ID within the scientific and educational communities.