The main ideology behind the theory of evolution is that different species occurred as a result of an origin from shared ancestors. Existence of different organisms is as a result of adaptation to different environments in that these environmental conditions determined the survival of each individual species (Ayala, 2016). On the contrary, intelligent design opposes the ideologies of the evolutionary theory in the sense that forces at work like natural selection cannot be sufficient enough to bring changes to the aspects of life; hence there was an intelligent designer who was accountable for these changes. The ideologies behind these theories are similar in the sense that they both reveal the predictive success and complexity within and without species.
The scientific validity of intelligent design is similar to the evolution theory in the sense that they both theories are based on the extraordinary inferences that are drawn from similarities and differences between animal and plant species. It is evident that both theories converge in the ontological complexity, where both ideologies incorporate the existence of life forms that are varied (Wilson, 2012). On the contrary, the scientific validity of intelligent design is different from the evolution theory in that in as much as the evolutionary theory forms its basis on an explanatory power, intelligent design does not bridge the gaps between the species. In this regard, evolutionary theory wins in its explanatory power of fossil records, which helps to bridge the gaps existing between different species, while intelligent design does not give this proof.
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It is imperative to note that IDs should be taught the alternative views to evolution in the classroom. This is from the fact that the alternative views to evolution are in accordance to the constitutional requirement of teaching the controversy. In this regard, teaching the students other views apart from evolution is an idea of portraying scientific disagreements over the theories of origin, which in turn helps students to learn more about the scientific study of origin. In learning alternative views to evolution, IDs are able to get acquainted to the scientific criticisms of the various aspects of the theories of origin (Ayala, 2016). Moreover, legislation requires that teaching of scientific critics of prevailing theories is sound.
References
Ayala, F. J. (2016). Darwin and intelligent design . Fortress Press.
Wilson, T. (2012). Evolution, creation, and naturally selecting intelligent design out of the public schools. U. Tol. L. Rev. , 34 , 203.
