Guest Post by Morbo
To follow up on an item the Carpetbagger raised the other day, a faculty member at the University of Kansas has decided to introduce “intelligent design” in the classroom — but not in a way that is likely to please that concept’s proponents.
Paul Mirecki, chairman of the Religious Studies Department, will offer a course next semester titled “Special Topics in Religion: Intelligent Design, Creationism and other Religious Mythologies.”
“The KU faculty has had enough,” Mirecki said. “Creationism is mythology. Intelligent design is mythology. It’s not science. They try to make it sound like science. It clearly is not.”
Kansas’ Board of Education voted earlier this month to water down the teaching of evolution in state science standards, a move many opponents believe is designed to open the door to intelligent design. Member of the higher education community have expressed alarm, believing the move could put Kansas students behind their peers in other states.
John Calvert, an attorney with the Intelligent Design Network, practically threw a fit, asserting that Mirecki will become a laughingstock and accusing the KU professor of trying to label every ID proponent is a “religious nut.”
Perhaps they’re not nuts, but they are all religious, and that’s why ID has no place in the biology classroom. Every ancient culture has its creation myth, and ID is nothing more than the Judeo-Christian one masquerading as science.
In his book “Secret Origins of the Bible,” Tim Callahan discusses three Mesopotamian stories centering on the creation of humankind. One story deals with a spat between lower gods and higher gods prior to the creation of people. The lower gods refuse to labor to keep the higher gods in luxury, so the higher gods create, from clay and blood, seven crude beings called lullu who are made to work on their behalf.
But the lullu are noisy, and their labor bothers the higher gods. The gods decide to destroy them via a flood. But one lullu gets tipped off by a god who advises him to build an ark and collect his family, animals and foodstuffs. This figure, Atrahasis, survives the flood and makes a burnt offering to the gods, thus placating them. They vow not to destroy humankind again.
Sound familiar?
Common themes run through all of these ancient stories, and one can see clear evidence of borrowing and editing. The tales, as Callahan points out, were often reshaped and edited to fit whatever political agenda was dominant at the time. They were never meant to be taken literally. This discussion is completely appropriate for the classroom, and I’m sure Mirecki’s students will find the topic stimulating.
Folks at the Discovery Institute, however, may find this version of “teach the controversy” less to their liking.