Intelligent Designs Economic and Opportunity Cost:

From a great op-ed in the NYTimes:

THE usefulness of scientific theories, like those on gravity, relativity and evolution, is to make predictions. When theories make practicable foresight possible, they are widely accepted and used to make all of the new things that we enjoy — like global positioning systems, which rely on the theories of relativity, and the satellites that make them possible, which are placed in their orbits thanks to the good old theory of gravity.

Creationists who oppose the teaching of evolution as the predominant theory of biology contend that alternatives should be part of the curriculum because evolution is "just a theory," but they never attack mere theories of gravity and relativity in the same way. The creationists took it on their intelligently designed chins recently from a judge in Pennsylvania who found that teaching alternatives to evolution amounted to the teaching of religion. They prevailed, however, in Kansas, where the school board changed the definition of science to accommodate the teaching of intelligent design.

Both sides say they are fighting for lofty goals and defending the truth. But lost in all this truth-defending are more pragmatic issues that have to do with the young people whose educations are at stake here and this pesky fact: creationism has no commercial application. Evolution does.
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So evolution has some pretty exciting applications (like food), and I'm guessing most people would prefer antibiotics developed by someone who knows the evolutionary relationship of humans and bacteria. What does this mean for the young people who go to school in Kansas? Are we going to close them out from working in the life sciences? And what about companies in Kansas that want to attract scientists to work there? Will Mom or Dad Scientist want to live somewhere where their children are less likely to learn evolution?

One Kansas biology teacher, a past president of the National Association of Biology Teachers, told Popular Science magazine that students from Kansas now face tougher scrutiny when seeking admission to medical schools. And companies seeking to innovate in the life sciences could perhaps be excused for giving the Sunflower State a miss: one Web site that lists companies looking for workers in biotechnology has more than 600 hiring scientists in California and more than 240 in Massachusetts. Kansas has 11.
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In his most recent State of the Union address, President Bush mentioned our problems in science education and promised to focus on "keeping America competitive" by increasing the budget for research and spending money to get more science teachers. I hope he delivers, but we can't keep America competitive if some states teach science that has no commercial utility. Those smart youngsters in India and China whom you keep hearing about are learning secular science, not biblical literalism.
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Where science gets done is where wealth gets created, so places that decide to put stickers on their textbooks or change the definition of science have decided, perhaps unknowingly, not to go to the innovation party of the future. Maybe that's fine for the grownups who'd rather stay home, but it seems like a raw deal for the 14-year-old girl in Topeka who might have gone on to find a cure for resistant infections if only she had been taught evolution in high school.