By Gary Kemper, Hallie Kemper and Casey Luskin
Published by Discovery Institute
Text: 285 pages, 8.5” x 11”, soft cover
Workbook: 147 pages, 8.5” x 11” soft cover
Curriculum DVD: 109 minutes

By Michael Leppert

“Intelligent Design: A scientific theory that holds that many features of the universe and life are best explained by an intelligent cause.” Discovering Intelligent Design, p. 17

“. . . when most people say “scientist” they mean “technician.” A technician is a highly-trained person whose job is to apply known techniques and principles. He deals with the known. A scientist is a person who seeks to know the true nature of physical reality. He deals with the unknown. In short, scientists discover and technicians apply. . . it is no long evident whether scientists really discover new things or whether they create them.” (Italics in original) — Gary Zukav, The Dancing Wu Li Masters, p. 9 (Bantam Paperbacks, August, 1980)

I begin this review of an excellent text about Intelligent Design with Gary Zukav’s quote, because I believe much of the fuel behind the arguments for Unaided Evolution (Darwinism, et al.) come from technicians, disguised as scientists. True seekers of the Truth in the scientific realm will doubtless recognize that the evidence is not overwhelmingly for or against either point of view. Such Truth Seekers would support the teaching of both bodies of fact and conjecture side-by-side in order to present the broad, objective spectrum of information to students, who then can make up their own minds, or keep seeking the Truth! Alas, this is not the case and Intelligent Design is barred from being taught in public schools. [Yet another reason to homeschool.]

The three authors of Discovering Intelligent Design (DID) present chapter after chapter of clear, well-reasoned information that discusses the differences between the two opposing points of view, seeking the Truth in it all. In Chapter 2 “Survival of the Materialist” they present an introduction to Darwinism and critical thinking. They set forth the salient points that Darwin and his followers rely upon in supporting their Unaided Evolution theories. This brings up an interesting point: In the 1950s and 1960s, Darwin’s conclusions were called the Theory of Evolution. If we force the Darwinists to stick strictly to the scientific method, it is still a theory, because it has not been proven. Throughout the subject book, the authors refer to the theory of Intelligent Design, for the same reason, but with honesty.

The universe and our life on earth are composed of such an intricate balance of fundamental forces and elements that it is a great stretch to believe that it is random or accidental. Intelligent Design does not have to attempt to answer Whose Intelligence designed it – the main point is to establish that the vast world we inhabit is not random or accidental. Many of these points are discussed on the accompanying DVD, where a wide array of scientists discuss aspects of their respective disciplines. This adds another dimension to the text and more intellectual support as well.

For such a “heavy” topic, I find DID to be very easy reading. I had to force myself to stop – I can’t think of the last time I could say that about a “science” book! I did not actually “use” the workbook, I read through portions of it. It contains “matching” exercises – words to their definitions, essay questions and other typical workbook exercises to reinforce the material read in the text. Also, eight pages of the textbook are a Glossary of terms used in the book, from aaRS Enzyme, to DNA to Young Earth Creationism.

I would suggest this book for your high-school or intellectually mature 7th-8th grader and also for you parents. There is no reason why we should not be fully knowledgeable of the facts in this hotly-debated issue. Too often, the Darwinists have shouted down those of us who are not convinced by them and rather than allowing for an intelligent exchange of ideas, they have commandeered the public school science podium. MjL