> At this point we have zero proof of inteligent DNA, omniscient creators or directors You're deeply misunderstanding what I wrote, in part by confusing "intel

> At this point we have zero proof of inteligent DNA, omniscient creators or directors You're deeply misunderstanding what I wrote, in part by confusing "intelligence" for "sentience." My washing machine has "intelligence," as per the sticker on the front. So does an ant. Intelligence is a complex and often emergent phenomenon, and a colony of ants has /much/ more intelligence than a single ant. Evolution very obviously has some intelligence (and much more than my toaster). The key question is what type and how much. That has _deep_ implications, including for fields like evolutionary psychology. And I do teach kids about the simulation hypothesis and similar. They're useful philosophical explorations. Why don't you? Do you think your child will break if exposed to different ideas and perspectives? I haven't found that to be the case.