Writing on AlterNet, David Morris offers some suggestions for high school science teachers to comply with the edict to teach “intelligent design” as an alternative to evolution while teaching meddling school board administrators a lesson in unintended consequences. Morris notes that many school boards across the country require science teachers to offer a critique of evolution and suggest alternative theories about the origin of life. He suggests approaching the task with creativity and impish subversion.
Then there’s the question of male homosexuality. From a Darwinian perspective, it’s a puzzle. The theory of natural selection should guarantee the disappearance of males that don’t reproduce. But they keep hanging around, in considerable numbers, in every culture and every era.
Evolutionists have their theories. Psychologist Louis A. Berman argues that it has to do with embryonic development. Medical doctor Lorne Warneke suggests that homosexuality actually offers a natural advantage. Homosexuals instill a more cooperative impulse that helps perpetuate the kinship group and tribe.
A good science teacher will follow the school board’s guidance and propose intelligent design as an alternative explanation for male homosexuality. Could there be an intelligent power that has created and nurtured male homosexuality? Does that mean God is gay?
Morris tackles the female organism (useless in Darwinism, but makes sense in intellgent design — if the designer is female) and the origin of life on the planet (intelligent design meets evolution when Erich von Daniken’s space aliens mate with our ancestors) using sex and spacemen — topics sure to garner the attention of adolescents.
It’s an interesting suggestion — take one’s frustration at having to teach mumbo-jumbo and critique accepted science and turn it into a creative synthesis that just might make students more aware, and dare we suggest, smarter.