Updated: 5:31 p.m. ET Dec. 20, 2005
HARRISBURG, Pa. - In one of the biggest courtroom clashes between faith and evolution since the 1925 Scopes Monkey Trial, a federal judge barred a Pennsylvania public school district Tuesday from teaching intelligent design in biology class, saying the concept is creationism in disguise.
U.S. District Judge John E. Jones delivered a stinging attack on the Dover Area School Board, saying its first-in-the-nation decision in October 2004 to insert intelligent design into the science curriculum violates the constitutional separation of church and state.
The ruling was a major setback to the intelligent design movement, which is also waging battles in Georgia and Kansas. Intelligent design holds that living organisms are so complex that they must have been created by some kind of higher force.
Jones decried the breathtaking inanity of the Dover policy and accused several board members of lying to conceal their true motive, which he said was to promote religion.
A six-week trial over the issue yielded overwhelming evidence establishing that intelligent design is a religious view, a mere re-labeling of creationism, and not a scientific theory, said Jones, a Republican and a churchgoer appointed to the federal bench three years ago.
The school system said it will probably not appeal the ruling, because the members who backed intelligent design were ousted in Novembers elections and replaced with a new slate opposed to the policy.
During the trial, the board argued that it was trying improve science education by exposing students to alternatives to Charles Darwins theory of evolution and natural selection.
The policy required students to hear a statement about intelligent design before ninth-grade lessons on evolution. The statement said Darwins theory is not a fact and has inexplicable gaps. It referred students to an intelligent-design textbook, Of Pandas and People.
But the judge said: We find that the secular purposes claimed by the board amount to a pretext for the boards real purpose, which was to promote religion in the public school classroom.
The disclaimer, he said, "singles out the theory of evolution for special treatment, misrepresents its status in the scientific community, causes students to doubt its validity without scientific justification, presents students with a religious alternative masquerading as a scientific theory, directs them to consult a creationist text as though it were a science resource and instructs students to forgo scientific inquiry in the public school classroom and instead to seek out religious instruction elsewhere."