Butterknife wrote:If it's a question that has a tangible answer, why not explore it?
That's the problem; it doesn't have a tangible answer, and it can't conclusively prove itself (or disprove itself, for that matter). It's an unfalsifiable theory, and worse, it runs counter to facts and data we know (or at least have quite solid reasons to assume) to be true. At best, it's a nice thought to tag at the end of Darwin, a sort of "well, Darwin is the mechanism, but God made it that way" caveat that doesn't really change anything and doesn't qualify as Intelligent Design (quite the opposite, really). At worst, it's a gross and purposeful misreprentation of almost two centuries of serious scientific thought and advances.
Now that's not to say it shouldn't be OK to "teach the controversy", since all scientific theories are inherently controversial and open to examination and challenge. But if you must do this, you should present a
scientific alternative; like Lamarckian evolution! Not only would teaching Lamarck in schools help to show kid's that science isn't cut and dry facts and rote memorization of first causes, but it'd also help to show why the scientific community picked Darwin over the challengers, and that natural selection isn't simply an unquestionable monolith erected by incorrigable gits like Richard Dawkins.