Hmmm.... I think I see your point.
First evo to take the time to try to explain it.
Of course, considering you are an IDest, wuoldn't venture into it being TO big a suprise. After all, we're both reasonable here.
Sound arguement, but I still hold that evolution (as gravity) needs to be a sidenote (as does ID) in basic science classes.
In biology, anthropology, physics, astro-physics classes... fire away! That's the focus of those classes.
"First evo to take the time to try to explain it."
I am not an evolutionist, but I try to be scientific and rational.
"Of course, considering you are an IDest, wuoldn't venture into it being TO big a suprise. After all, we're both reasonable here."
No idea. I'm sure that Issac Newton would be surprised at a lot of the scientific advances if he was around today. What appears miraculous today may be science tomorrow. For me personally, everything is miraculous whether it has a decent scientific theory or not; this is not an intellectual position but a spiritual one.
"Sound arguement, but I still hold that evolution (as gravity) needs to be a sidenote (as does ID) in basic science classes."
If ID can be used to make predictions about the world that can be tested then I would agree. Otherwise it does not belong. If the question of ID should come up in a science class then the students should be taught that science has nothing to say on this matter, either for or against, because it is a matter beyond the reach of the scientific method.