HitchSlap says:
I'm perfectly aware of the ID / cdesign proponentsists movement, and their failed attempts to insert their doctrines into education
I too am aware of ID proponents trying to bring ID into the educational discussion. With all your heart, mind, might, and will you fought like lions, and pulled every trick in the book to keep it out. For what reason?
1) If ID were given an educational process, most "reasonable" students would side with ID, not with 0 chance random happening. So the fight was over keeping scientific guesses on top of the heap, regardless of any thing else.
2) If ID were given an educational process, revenue from scientific books would plummet, making it less attractive for young hungry scientific theorists to publish.
3) If students chose ID at the high school level, the multi universe and evolutionary theories would diminish so rapidly as to astonish the world. So not one word of ID is acceptable, or it's over.
4) There are many other reasons that I have not got time to mention.
HitchSlap:
Real science doesn't start with the answer, but draws the most parsimonious conclusion from the data.
Science, because of the pressure to meet the godless status quo and to keep the revenue rolling, and to keep their jobs, has to publish what science wants published. Anything that disproves ID or proves that ID is not necessary is the agenda. So if the data doesn't exactly add up for the agenda, then it is either discarded on the heap of good data for ID, or the tests are run over and over until the tiniest positive data is recovered in order to announce against ID.
HitchSlap:
There's a reason arguments from big numbers and incredulity only work on the religious, have you ever stopped to ask yourself why?
Well you have used "ignorance", "arrogance", and now "incredulity". The large numbers bother science because when you divide the large number into 1 it is a mathmatical elimination of ramdom chance happeing, which is all you have. If I were you, I would not like large numbers either.