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While theory in colloquial usage may denote a hunch or conjecture, a scientific theory is a set of principles that explains an observable phenomenon in natural terms. [127] [128] "Scientific fact and theory are not categorically separable", [129] and evolution is a theory in the same sense as germ theory or the theory of gravitation. [130]
This is a joint statement issued by the national science academies of 67 countries, including the United Kingdom's Royal Society, warning that scientific evidence about the origins of life was being "concealed, denied, or confused". It urges parents and teachers to provide children with the facts about the origins and evolution of life on Earth.
Antiscience is a set of attitudes and a form of anti-intellectualism that involves a rejection of science and the scientific method. [1] People holding antiscientific views do not accept science as an objective method that can generate universal knowledge.
Scientific evidence is evidence that serves to either support or counter a scientific theory or hypothesis, [1] although scientists also use evidence in other ways, such as when applying theories to practical problems. [2] Such evidence is expected to be empirical evidence and interpretable in accordance with the scientific method.
"All methodologies, even the most obvious ones, have their limits." ―Paul Feyerabend in Against Method Philosopher of science Paul Feyerabend advanced the idea of epistemological anarchism, which holds that there are no useful and exception-free methodological rules governing the progress of science or the growth of knowledge, and that the idea that science can or should operate according to ...
The intelligent design movement states that there is a debate among scientists about whether life evolved. The movement stresses the importance of recognizing the existence of this supposed debate, seeking to convince the public, politicians, and cultural leaders that schools should "Teach the Controversy". [1]
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The overwhelming evidence at trial established that ID is a religious view, a mere re-labeling of creationism, and not a scientific theory. Throughout the trial and in various submissions to the Court, Defendants vigorously argue that the reading of the statement is not 'teaching' ID but instead is merely 'making students aware of it.'