The Evolution–Intelligent Design Debate: A Meaningful Context for Teaching the Nature of Science in Information Literacy. Part 1: Historical Background and Philosophical Considerations

Abstract

Although absent from the ACRL Information Literacy Standards for Science and Technology, the ability to distinguish between what is and is not science is an essential component of information literacy. Addressing this question requires the librarian to introduce concepts such as the nature of science, its realm, rules, and limits, as well as the nature of pseudoscience and nonscience before fulfilling the other set goals of instruction. We present some historical background, followed by a discussion of some of the demarcation criteria for science from the philosophy of science using the evolution versus intelligent design debate as a case study.

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