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Originally Posted by raveneye
Your recollection is not accurate. Viruses not only replicate, but they have DNA/RNA that codes for many biochemical processes that are present only in living organisms.
But whether or not you consider them life, the fact that these functional biochemical entities are routinely created in the test tube is certainly pertinent to the debate about the origin of life on this planet. This subject is a scientific subject (whether or not you want to call it "evolution") and it is entirely appropriate to include in a biology class, whereas ID is not appropriate.
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But you ignore the fact that outside of a host cell, viruses exibit none of the evidences of life. The strand of RNA/DNA they have is useless unless they attach to a cell. There is no definate answer as to whether viruses are alive or not. Therefore the creation of viruses does not indicate the ability to create life. Teaching that viruses can be created has little to do with the creation of life.
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There are in fact very few scientists who believe in ID, just like there are a few scientists who believe just about anything. Scientific consensus is the criterion of what should be taught in public schools, not fringe beliefs.
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But there is also no concensus as to how life did originate. So by your reasoning, there should be nothing taught about the origin of life.
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I saw those links, and my opinion is that those arguments are completely laughable pseudoscience. The core of the arguments are a little number juggling by people who have no knowledge of probability or statistics, followed by some quoting of Scripture.
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And in many people's opinion, the opposing arguments are also pseudoscience, put forth by people who lacking evidence have imposed their own beliefs as to how things originated.
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Two weeks is plenty of time to expose students to the current science regarding the origin of life.
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How can it be when the current science isn't consistent with itself? If you expose the current theories, you have to allow ID. That is why I say teach evolution, but leave out origin.