Nothing to discuss with the ID/Creationism proponents maybe, but understanding the philosophy of science is important since that is where a major part of the war is being fought and the battle in Dover was won as much on science being philosophically superior to ID/Creationism as on Constitutional grounds. The actual science is secondary, since as you note, the ID/Creationist crowd doesn't have science to argue on and the pseudoscience they do have is easily dismissed. Thus it ultimately comes down to philosophy of science; i.e. what distinguishes science from nonscience and epistemology. Furthermore the ID/Creationism proponents
know that and they're making sure to educate their ranks on these issues. Don't you think we who wish to defend science in the public schools should be at least as knowledgeable?
Quoting from Glenn Branch's introduction to this special issue of Synthese:
Speaking at a conference in Kansas in 2002, the philosopher J. P. Moreland was concerned to emphasize the relevance of philosophy to the debate over teaching intelligent design in the public schools. “From high school on,” he explained, “people are not trained to look at their disciplines with philosophical understanding. With such an erosion of philosophical training—and thus understanding—it is absolutely essential that those of us interested in this conversation understand its philosophical dimensions” (Moreland 2008, pp. 43–44). Understanding philosophy is essential, he argued, because it is philosophers, not scientists, who are professionally competent to decide whether intelligent design qualifies as scientific. He thus ended with a peroration recommending that his audience seek to understand the philosophical issues, for “people are trying to cut the legs out from underneath us by arguing philosophically, and when they do, we need to have a response” (Moreland 2008, p. 65). What is noteworthy about Moreland’s talk was not so much the claims he advanced on behalf of philosophy’s relevance as the audience that he was urging to acquire philosophical nous: creationists.
...
It was no surprise, then, when the constitutionality of teaching intelligent design in the public schools was challenged in Dover, Pennsylvania, in 2005, a philosophical contingent of the intelligent design movement was on hand. Among those scheduled to testify in Kitzmiller v. Dover as expert witnesses for the defense of the Dover Area School Board (which adopted a policy requiring teachers to notify students that evolution was a theory, not a fact, and that intelligent design as described in the textbook Of Pandas and People was a scientifically credible alternative) were Dembski and Meyer, as well as Warren A. Nord, a lecturer in philosophy at the University of North Carolina, Chapel Hill, and Steve Fuller, a philosopher-turned-sociologist at the University of Warwick, both academics with sympathies for intelligent design.
...
Testifying on behalf of the plaintiffs challenging the constitutionality of the policy were two philosophers, Robert T. Pennock of Michigan State University and Barbara Forrest of Southeastern Louisiana University. Pennock argued, as he argued in Tower of Babel: The Evidence against the New Creationism (1999) that intelligent design fails to be science, while Forrest argued, as she and Paul R. Gross argued in their Creationism’s Trojan Horse: The Wedge of Intelligent Design (2004), that intelligent design was historically and conceptually continuous with creationism.
Frankly, I'm flabbergasted at the knee-jerk reaction at my posting of this on DU and can only conclude that even those who purport to be supportive of science are as ignorant as many Young Earth Creationists and willfully ignorant at that.