<<I'm all in favor of teaching students the limits of evolutionary theory.
Certain areas (abiogenesis, origin of complexity) are downright
speculative! Students should be taught both the evidence for it AND the
scientific objections. In that context, the ID model of biological
history can be raised in the science classroom, as an alternative to the
popular, purely naturalistic "guesses."
But many of the arguments --- both for and against ID --- go well beyond
science and are rather philosophical. If THOSE are taught in the
classroom, they should be labeled as philosophical arguments.>>
Right on! Unfortunately, I don't think many teachers understand how to
distinguish between the two.
Jim