[goldfeld]

I think we agree it's highly improbable, but then all major leaps of life and evolution have been. From that ground, I don't see why you seem to be angry at the guy for making a (minimally plausible, not because of the obstacles, but because of what the theory would explain) leap of faith and then wanting to prove his way there scientifically, tagging the whole ordeal 'absurd' and 'ridiculous.'

Sure the hybrid has parents wildly different genetically. But if two individuals who have a high chance of producing fit offspring may by chance produce unfit individuals, then we also agree the hybrid would have to have been a minimally fit individual by chance born from two parents who have a very low chance of doing so. A person with Down syndrome is not a catastrophe of nature, and not fundamentally a disease, such that through successive backcrossing (women with Down syndrome are usually fertile) it could theoretically produce a different kind of Homo that would be fit for some imaginary environment conditions. Or at least would still be a far more intelligent creature than all other animals we have on this planet.

[twstws]

This bothers me as a former professor, because these fringe ideas undermine teaching and waste time. Imagine trying to present a lesson on evolution, and one of your students brings this up. You spend a few minutes discussing it. Of course, you've never heard of it before, because it's beyond implausible. So you spend your evening looking into it, and the holes in the theory. Next class you spend more time discussing it. If you're good, the student understands and you move on. If not the student leaves thinking this is a valid alternative viewpoint. And no, an idea does not become valid simply because it's not impossible. It's not unreasonable to demand more than a faint hope probability before judging an idea worth serious discussion.

This happens once, and you can make it a teachable moment. But when the scenario starts to repeat itself it undermines the effort you're putting into teaching real science.