{"title":"哲学家来拯救?为公立学校纳入智能设计理论辩护的失败尝试","authors":"Jay Sloan-Lynch","doi":"10.13021/G8PPPQ.302010.102","DOIUrl":null,"url":null,"abstract":"Philosophers have argued convincingly that Intelligent Design cannot simply be defined out of classrooms as nonscience. But the move from the conclusion that intelligent design is not nonscience to the conclusion that it is legitimate to teach it in public schools is deeply mistaken.","PeriodicalId":82464,"journal":{"name":"Report from the Institute for Philosophy & Public Policy","volume":"30 1","pages":"18-23"},"PeriodicalIF":0.0000,"publicationDate":"2010-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Philosophers to the Rescue? The Failed Attempt to Defend the Inclusion of Intelligent Design in Public Schools\",\"authors\":\"Jay Sloan-Lynch\",\"doi\":\"10.13021/G8PPPQ.302010.102\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Philosophers have argued convincingly that Intelligent Design cannot simply be defined out of classrooms as nonscience. But the move from the conclusion that intelligent design is not nonscience to the conclusion that it is legitimate to teach it in public schools is deeply mistaken.\",\"PeriodicalId\":82464,\"journal\":{\"name\":\"Report from the Institute for Philosophy & Public Policy\",\"volume\":\"30 1\",\"pages\":\"18-23\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2010-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Report from the Institute for Philosophy & Public Policy\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.13021/G8PPPQ.302010.102\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Report from the Institute for Philosophy & Public Policy","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.13021/G8PPPQ.302010.102","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Philosophers to the Rescue? The Failed Attempt to Defend the Inclusion of Intelligent Design in Public Schools
Philosophers have argued convincingly that Intelligent Design cannot simply be defined out of classrooms as nonscience. But the move from the conclusion that intelligent design is not nonscience to the conclusion that it is legitimate to teach it in public schools is deeply mistaken.
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