A Statement on the Intelligent Design Debate
Cornell United Religious Work

s an interfaith community, Cornell United Religious Work (CURW) has observed the debate within our academic and national communities regarding Intelligent Design (ID). We have read and discussed with great care and interest President Hunter Rawlings' State of the University address of 21 October 2005, focused on ID. In addition, we have followed the circumstances leading to the opinion of U.S. District Court Judge John E. Jones (20 December 2005), prohibiting the teaching of Intelligent Design in the public schools of Dover, PA.

It appears that the debate centering on evolution versus Intelligent Design is the 21st century version of the creationist/evolution debate (or the Fundamentalist/Modernist controversy) that raged in American classrooms, churches and society in the first quadrant of the 20th century. In concert with scholars of science and the humanities, we endeavor to understand the causal factors behind this resurgent debate. In doing so, we also affirm the investigative role of science and the interpretive role of religion. Science and religion are not incompatible but often complimentary.

We are concerned that the current debate and the manner in which it is interpreted fosters competition as opposed to cooperation between religion and science. Further, it obfuscates divergent points of view held within faith communities about Intelligent Design. Many practitioners of faith harbor concerns about Intelligent Design and appreciate how scientific inquiry illuminates, challenges and transforms theological discourse, scriptural interpretation and hermeneutical approaches. Conversely, the best traditions of the diverse faith communities provide spiritual, moral and ethical paradigms that can inform the wise application of scientific and technological knowledge.

There is a complexity regarding faith communities' engagement with ID that is lost amidst the dualistic manner in which the debate is primarily framed. Additionally, the triumphalism sometimes exhibited by supporters of ID and those who oppose it is not helpful in this regard.

An educational community affirms wide-ranging discourse regarding cutting edge scholarly, social and cultural issues. As members of the Cornell community, we support rigorous intellectual discourse and respectful engagement about this current controversial issue.