Teach the Controversy

1559:. Over 70 scientific societies, institutions, and other professional groups representing tens of thousands of individual scientists have issued policy statements supporting evolution education and opposing intelligent design. Scientific controversies are minor and concern the details of the mechanisms of evolution, not the validity of the overarching theory of evolution. In the absence of an actual professional controversy between groups of experts on evolution, critics say intelligent design proponents have merely renamed the conflict that already existed between biologists and creationists, and that the controversy to which intelligent design proponents refer is political in nature and thus, by definition, outside of the realm of science and scientific educational curricula. Critics contend that intelligent design proponents ignore this point by continuing to make the claim of a "scientific controversy." According to Thomas Dixon, "The 'controversy' in question has not arisen from any substantial scientific disagreement but is the product of a concerted public relations exercise aimed at the Christian parents of America." 941:, Discovery Institute program advisor and father of the ID movement. Discussing the 1999-2000 Kansas State Board of Education controversy over the teaching of intelligent design in public school classrooms, Johnson wrote "What educators in Kansas and elsewhere should be doing is to 'teach the controversy'." In his book Johnson proposed casting the conflicting points of view and agendas as a scholarly controversy. Johnson's usage differs fundamentally and disingenuously from Graff's original use of the concept. While Graff advocated that a comprehensive understanding of what are considered to be "established" concepts must include teaching the debates and conflicts by which they were established, Johnson appropriated the phrase to cast doubt upon the very process and results of the scientific method of establishing knowledge through debate and conflict based on facts determined by experimentation. 1212:

scientific explanations rather than concrete, testable alternative hypotheses. As in the evolution debate, religious extremists use the clever strategy of denigrating the scientific consensus on causality (global warming is human-caused via pollution) by pretending it contrasts sharply with an alternative scientific theory that, properly-understood, is really just a more nuanced view that's not really in opposition (current global warming is part of the earth’s natural cycle but is being exacerbated by pollution). This exaggerates the intensity of normal scientific debate in order to suggest there's something wrong with climate science, and then uses this manufactured controversy to cloak the anti-science view and smuggle it into classrooms—sectarian religious evangelism masquerading as science.

1570:" and went on to state that the quote "accurately reflects the central, unifying role of evolution in biology. The theory of evolution provides a framework that explains both the history of life and the ongoing adaptation of organisms to environmental challenges and changes." They emphasized that "Scientists have firmly established evolution as an important natural process" and that "The selection of topics covered in a biology curriculum should accurately reflect the principles of biological science. Teaching biology in an effective and scientifically honest manner requires that evolution be taught in a standards-based instructional framework with effective classroom discussions and laboratory experiences." 1463:, and views expressed represented largely those of intelligent design advocates. The result of the hearings was the adoption of new science standards by the Republican-dominated board in defiance of the State Board Science Hearing Committee that relied upon the institute's Critical Analysis of Evolution lesson plan and adopted the institute's Teach the Controversy approach. In August 2006 conservative Republicans lost their majority on the board in a primary election. The moderate Republican and Democrats gaining seats vowed to overturn the 2005 school science standards and adopt those recommended by a State Board Science Hearing Committee that were rejected by the previous board. 1999:"Some bills seek to discredit evolution by emphasizing so-called "flaws" in the theory of evolution or "disagreements" within the scientific community. Others insist that teachers have absolute freedom within their classrooms and cannot be disciplined for teaching non-scientific "alternatives" to evolution. A number of bills require that students be taught to "critically analyze" evolution or to understand "the controversy." But there is no significant controversy within the scientific community about the validity of the theory of evolution. The current controversy surrounding the teaching of evolution is not a scientific one." 1005:

standards, that undermine or remove evolutionary theory from the public school science classroom by portraying it as "controversial" and "in crisis;" a portrayal that stands in contrast to the overwhelming consensus of the scientific community that there is no controversy, that evolution is one of the best-supported theories in all of science, and that whatever controversy does exist is political and religious, not scientific. The Teach the Controversy strategy has benefitted from 'stacking' municipal, county and state school boards with intelligent design proponents as alluded to in the Discovery Institute's

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defeat is real. The Institute showed a willingness to back off, even to not advocate for the inclusion of ID, to ensure that all science teachers were required to portray evolution as a "theory in crisis." The institute's strategy is to move from standards battles, to curriculum writing, to textbook adoption, and back again, doing whatever it took to undermine the central position of evolution in biology. Critics of this strategy and the movement contended that the intelligent design controversy diverts much time, effort and tax money away from the actual education of children.

2833:"Moreover, Board members and teachers opposing the curriculum change and its implementation have been confronted directly. First, Casey Brown testified that following her opposition to the curriculum change on October 18, 2004, Buckingham called her an atheist and Bonsell told her that she would go to hell. Second, Angie Yingling was coerced into voting for the curriculum change by Board members accusing her of being an atheist and un- Christian. In addition, both Bryan Rehm and Fred Callahan have been confronted in similarly hostile ways, as have teachers in the DASD." 1606:, described the approach of the movement's proponents as "a disarming subterfuge designed to undermine solid evidence that all living things share a common ancestry." "The movement is a veneer over a certain theological message. Every one of these groups is now actively engaged in trying to undercut sound science education by criticizing evolution," said Lynn. "It is all based on their religious ideology. Even the people who don't specifically mention religion are hard-pressed with a straight face to say who the intelligent designer is if it's not God". 1253:

threatened and isolated high school science teachers, school board members and parents who opposed their efforts. The campaigns run by intelligent design groups place teachers in the difficult position of arguing against their employers while the legal challenges to local school districts are costly, diverting funding away from education and into court battles. For example, as a result of the Dover trial, the Dover Area School District was forced to pay $ 1,000,011 in legal fees and damages for pursuing a policy of

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to this claim the National Center for Science Education, an organization that works in collaboration with National Academy of Sciences, the National Association of Biology Teachers, and the National Science Teachers Association that support the teaching of evolution in public schools, contacted the authors of the papers listed and twenty-six scientists, representing thirty-four of the papers, responded. None of the authors considered his or her research to provide evidence against evolution.

802: 1446:: The Discovery Institute proposed a model lesson plan that featured intelligent design prominently in its curricula. It was adopted in part in October 2002, with the Board's advising that the science standards do "not mandate the teaching or testing of intelligent design." This was touted by the Discovery Institute as a significant victory. By February 2006 the Ohio Board of Education voted 11–4 to delete the science standard and correlating lesson plan adopted in 2002. 1240:

lesson as the "great evolution debate"; one of the early drafts of the lesson plan had one section titled "Conducting the Macroevolution Debate". In a subsequent draft, it was changed to "Conducting the Critical Analysis Activity". The wording for the two sections is nearly identical, with just "debate" changed to "critical analysis activity" wherever it appeared, in the manner of how intelligent design proponents simply replaced "creation" with "intelligent design" in

1773: 2630:"In a country in which more than 50 percent of adults consistently tell pollsters that they believe God created humans in their present form within the past 10,000 years, however, there will undoubtedly be a fourth wave that will feature yet another strategy to promote creationism by questioning evolution. It looks as if this next wave will jettison the creationist and intelligent-design baggage and concentrate exclusively on a "teach the controversy" strategy." 3897: 307: 913:) that the institute has manufactured the controversy they want to have taught by promoting the false perception that evolution is "a theory in crisis" by falsely claiming the theory is the subject of wide controversy and debate within the scientific community. In fact, intelligent design has been rejected by essentially all of the members of the scientific community, including the numerical estimate of 99.9 percent of scientists. 1759: 1364: 1013:

Intelligent Design Network. It has provided support ranging from material assistance to federal, state and regionally elected representatives in the drafting of bills to the provision of support and advice to individual parents confronting their school boards. DI's goal is to move from battles over standards to curriculum writing and textbook adoption while undermining the central positions of evolution in biology and

791: 1918:(also a Discovery senior fellow). From this perch, the ID crowd has pushed a "teach the controversy" approach to evolution that closely influenced the Ohio State Board of Education's recently proposed science standards, which would require students to learn how scientists "continue to investigate and critically analyze" aspects of Darwin's theory." Chris Mooney. The American Prospect. December 2, 2002 1440:

law. The conference report language is commonly touted by the Discovery Institute as model language for bills and curricula. The Discovery Institute lobbies states, counties, and municipalities, and offers them legal analysis and Institute-developed curricula and text books they proclaim meet constitutional criteria established by the courts in previous creationism/evolution First Amendment cases.

1506: 1599:, describes how they generate a sense of controversy: "The proponents of intelligent design use an ingenious ploy that works something like this: First you misuse or misdescribe some scientist's work. Then you get an angry rebuttal. Then, instead of dealing forthrightly with the charges leveled, you cite the rebuttal as evidence that there is a 'controversy' to teach". 1651:

so-called Bible-science dichotomy. Phrase the argument in such a way that you can get it heard in the secular academy and in a way that tends to unify the religious dissenters. That means concentrating on, "Do you need a Creator to do the creating, or can nature do it on its own?" and refusing to get sidetracked onto other issues, which people are always trying to do.

2299:"has the effect of implicitly bolstering alternative religious theories of origin by suggesting that evolution is a problematic theory even in the field of science." . . . The effect of Defendants’ actions in adopting the curriculum change was to impose a religious view of biological origins into the biology course, in violation of the Establishment Clause. 980:" in pre Edwards drafts is identical to the definition of "intelligent design" in post Edwards drafts; cognates of the word creation—creationism and creationist, which appeared approximately 150 times were deliberately and systematically replaced with the phrase 'intelligent design'; and the changes occurred shortly after the Supreme Court ruled in 1112:(ICR) prepared an evaluation of what the movement should try next, suggesting "school boards and teachers should be strongly encouraged at least to stress the scientific evidences and arguments against evolution in their classes ... even if they don't wish to recognize these as evidences and arguments for creationism." 988:

challenged in the science classroom. This strategy was designed to move the focus onto an approach that stresses open debate and evolution's purported weakness, but does not require students to study intelligent design. The intention was to create doubt over evolution and avoid the question of whether the

901:". It claims that fairness requires educating students with a "critical analysis of evolution" in which "the full range of scientific views", evolution's "unresolved issues", and the "scientific weaknesses of evolutionary theory" are presented and evaluated and in which intelligent design concepts such as 1705:

The Intelligent Design movement starts with the recognition that "In the beginning was the Word," and "In the beginning God created." Establishing that point isn't enough, but it is absolutely essential to the rest of the gospel message. ... The first thing that has to be done is to get the Bible out

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Though Teach the Controversy proponents cite the current public policy statements of the Discovery Institute as belying the criticisms that their strategy is a creationist ploy and decry critics as biased in failing to recognize that the intelligent design movement's Teach the Controversy strategy as

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Teach the controversy' is a deliberately ambiguous phrase. It means 'pretend to students that scientists are arguing over whether evolution took place.' This is not happening. I mean you go to the scientific journals, you go to universities... and you ask the professors, is there an argument going on

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of the Americans United for Separation of Church and State described Johnson's vision of the Wedge as: "The objective is to convince people that Darwinism is inherently atheistic, thus shifting the debate from creationism vs. evolution to the existence of God vs. the non-existence of God. From there

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So the question is: "How to win?" That’s when I began to develop what you now see full-fledged in the "wedge" strategy: "Stick with the most important thing" —the mechanism and the building up of information. Get the Bible and the Book of Genesis out of the debate because you do not want to raise the

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According to published reports, the nonprofit Discovery Institute received grants and gifts totaling $ 4.1 million for 2003 from 22 foundations. Of these, two-thirds had primarily religious missions. The institute spends more than $ 1 million a year for research, polls, lobbying and media pieces that

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as further examples of controversies that are akin to the alleged scientific controversy over evolution. All four topics are widely accepted by the majority of the scientific community as legitimate science, and all four are areas where US political conservatives have been known to be critical of the

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The scientific community and science education organizations have replied that there is no scientific controversy regarding the validity of the theory of evolution and that the controversy exists solely in religion and politics. A federal court has agreed with evaluation of the majority of scientific

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In July 2006 a moderator of the blog of intelligent design proponent William A. Dembski, uncommondescent.com, endorsed bullying the children of the plaintiffs in the Kitzmiller v. Dover Area School District trial and committing vandalism to drive them out of town and that he intends to publish their

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Patricia O’Connell Killen, a religion professor at Pacific Lutheran University in Tacoma whose work centers around the regional religious identity of the Pacific Northwest, recently wrote that "religiously inspired think tanks such as the conservative evangelical Discovery Institute" are part of the

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Biologist Tom A. Langen argues in a journal letter entitled "What is right with 'teaching the controversy'?" that offering a specific course about this controversy will help students understand the demarcation between science and other ways of obtaining knowledge about nature. Similar positions have

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Johnson's statements validate the criticisms leveled by those who allege that the Discovery Institute and its allied organizations are merely stripping the obvious religious content from their anti-evolution assertions as a means of avoiding the legal restriction on establishment. They argue that ID

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over a statement that the school board required to be read aloud in ninth-grade science classes when evolution was taught endorsing intelligent design as an alternative to evolution. The plaintiffs successfully argued that intelligent design is a form of creationism, and that the school board policy

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education act. The amendment encouraged the "teach the controversy" approach to evolution education. The amendment was passed by the U.S. Senate, but was left out of the final version of the Act, and remains only in highly modified form in the conference report, where it does not carry the weight of

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approach, saying, "I think that part of education is to expose people to different schools of thought... you're asking me whether or not people ought to be exposed to different ideas, the answer is yes." Christian conservatives, a substantial part of Bush's voting base, were central in promoting the

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The Discovery Institute aggressively promoted its Teach the Controversy campaign and intelligent design to the public, education officials and public policymakers. Its efforts were largely aimed at conservative Christian policymakers, to whom it was cast as a counterbalance to the liberal influences

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The campaigns of intelligent design proponents seeking curricular challenges have been disruptive, divisive and expensive for the affected communities. In pursuing the goal of establishing intelligent design at the expense of evolution in public school science classes, intelligent design groups have

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continues the themes of the teach the controversy strategy, emphasizing what they say are the "criticisms" of evolutionary theory and "arguments against evolution," which continues to be portrayed as "a theory in crisis." Early drafts of the Critical Analysis of Evolution lesson plan referred to the

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Like the attacks on evolution, the attack on climate science is driven by the sectarian conviction that 'materialistic' science is untrustworthy and must be replaced. As with intelligent design creationism, science-deniers' so-called evidence takes the form of claims for the insufficiency of current

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A key concern should not be whether Dr. Abrams's religious views have a place in the classroom, but rather how someone whose religious views require a denial of essentially all modern scientific knowledge can be chairman of a state school board. ... As we work to improve the abysmal state of science

1979:"That this controversy is one largely manufactured by the proponents of creationism and intelligent design may not matter, and as long as the controversy is taught in classes on current affairs, politics, or religion, and not in science classes, neither scientists nor citizens should be concerned." 1734:

less convincing. He concluded that "teaching the controversy" would undermine creationists’ criticisms, and that the scientific community's resistance to this approach was bad public relations. Rather than being taught in a mainstream science course, it would be a separate elective course, probably

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In announcing the Teach the Controversy strategy in 2002, the Discovery Institute's Stephen C. Meyer presented an annotated bibliography of 44 peer-reviewed scientific articles that were said to raise significant challenges to key tenets of what was referred to as "Darwinian evolution." In response

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The campaign was devised by Stephen C. Meyer and Discovery Institute founder and President Bruce Chapman as a compromise strategy in March 2002. They had come to the realisation that the dispute over intelligent design's (lack of) scientific standing was complicating their efforts to have evolution

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was and continues to be one of ID's most vocal supporters. One result of this briefing was that Sen. Santorum inserted pro-ID language into the No Child Left Behind bill calling for students to be taught why evolution "generates so much continuing controversy," an assertion heavily promoted by the

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which concludes "school boards have the authority to permit, and even encourage, teaching about design theory as an alternative to Darwinian evolution" to 2006 statements by Phillip E. Johnson, that his intent was never to use public school education as the forum for his ideas and that he hoped to

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movement that calls for broad social, academic and political changes. Intelligent design proponents argue their concepts and motives should be given independent consideration. Those critical of intelligent design see the two as intertwined and inseparable, citing the foundational documents of the

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In some state battles, the ties of Teach the Controversy and intelligent design proponents to the Discovery Institute's political and social activities were made public, resulting in their efforts being temporarily thwarted. The Discovery Institute took the view that all publicity is good and no

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Given the history of the Discovery Institute as an organization committed to opposing any scientific theory inconsistent with "the theistic understanding that nature and human beings are created by God", many scientists regard the movement purely as a ploy to insert creationism into the science

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As the primary organizer and promoter of the Teach the Controversy campaign, the Discovery Institute has played a central role in nearly all intelligent design cases, often working behind the scenes to orchestrate, underwrite and support local campaigns and intelligent design groups such as the

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By May 2006 the Discovery Institute sought to replace the failed "teach the controversy" strategy with a strategy broadened to include examples of other supposedly legitimate scientific controversies. In Ohio and Michigan where school boards were again reviewing science curricula standards the

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The Discovery Institute's strategy has been for the institute itself or groups acting on its behalf to lobby state and local boards of education, and local, state and federal policymakers to enact policies and/or laws, often in the form of textbook disclaimers and the language of state science

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Thus, the Discovery Institute repositioned itself. It publicly abandoned advocating for any policies or laws that required the teaching of intelligent design in favor of a Teach the Controversy strategy. Institute Fellows reasoned that once the "fact" that a controversy indeed exists had been

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Whether educational authorities allow the schools to teach about the controversy or not, public recognition that there is something seriously wrong with Darwinian orthodoxy is going to keep on growing. While the educators stonewall, our job is to continue building the community of people who

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trial considered testimony and evidence from both sides on the question of the motives of intelligent design proponents when he ruled that "ID cannot uncouple itself from its creationist, and thus religious, antecedents" and "that ID is an interesting theological argument, but that it is not

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The Discovery Institute, following the policies outlined by Phillip E. Johnson, obfuscates its agenda. Opposed to the public statements to the contrary made by the Discovery Institute, Johnson has admitted that the goal of intelligent design movement is to cast creationism as a scientific

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If we understand our own times, we will know that we should affirm the reality of God by challenging the domination of materialism and naturalism in the world of the mind. With the assistance of many friends I have developed a strategy for doing this....We call our strategy the

1203:. Members of the scientific community have responded to this tactic by pointing out that like evolution whatever controversy may exist over cloning and stem cell research has been largely social and political, while dissident viewpoints over global warming are often viewed as 2935:"ID proponents support their assertion that evolutionary theory cannot account for life’s complexity by pointing to real gaps in scientific knowledge, which indisputably exist in all scientific theories, but also by misrepresenting well-established scientific propositions." 1220:

ruling describing "teach the controversy" as "at best disingenuous, and at worst a canard", intelligent design proponents have moved to a fallback position, emphasizing contrived flaws in evolution and overemphasizing remaining questions in the theory what they call the

1459:: A series of hearings instigated by the institute held in Topeka, Kansas May 2005 by the Kansas State Board of Education to review changes how the origin of life would be taught in the state's public high school science classes. The hearings were boycotted by the 1940:

by William A. Dembski"The clarion call of the intelligent design movement is to "teach the controversy." There is a very real controversy centering on how properly to account for biological complexity (cf. the ongoing events in Kansas), and it is a scientific

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really just a question of science with no religion involved, is itself belied by Discovery Institute's former published policy statements, its "Wedge Document", and statements made to its constituency by its leadership, and in particular Phillip E. Johnson.

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said that he believes schools should discuss intelligent design alongside evolution when teaching students about the origin of life. Bush, a conservative Christian, declined to go into detail on his personal views of the origin of life, but advocated the

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Johnson's words bolster the claims of those critics who cite Johnson's admission that the ultimate goal of the campaign is getting "the issue of intelligent design, which really means the reality of God, before the academic world and into the schools".

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in turn told the citizens of Dover, "If there is a disaster in your area, don't turn to God. You just rejected him from your city." Robertson said if they have future problems in Dover, "I recommend they call on Charles Darwin. Maybe he can help them."

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trial, the "Dover trial," prominent intelligent design proponents gradually shifted to a "Teach the Controversy" strategy. They had realised that mandates requiring the teaching of intelligent design were unlikely to survive challenges based on the

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The board also rejected a competing plan from the institute to request a legal opinion from the state attorney general on the constitutionality of the science standards. Intelligent design proponents pledged to force another vote on the

1585:: perfectly fine in a history class but not in science. "If you give the idea that there are two schools of thought within science, one that says the earth is round and one that says the earth is flat, you are misleading children". 1159:, wherein Judge John E. Jones III concluded that intelligent design is not science, intelligent design proponents were left with the Teach the Controversy strategy as the most likely method left to realize the goals stated in the 1618:'s efforts through the Teach the Controversy campaign and the intelligent design movement, the Wedge strategy betrays the institute's political rather than scientific and educational purpose. The Discovery Institute and its 1284:

understand the difference between a science that tests its theories against the evidence, and a pseudoscience that protects its key doctrines by imposing philosophical rules and erecting legal barriers to freedom of thought.

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Biology Department introduced a 1-credit course on the creation/evolution controversy, and Emmett Holman, an associate professor of philosophy from the university, found that as students learn more about biology, they find

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that intelligent design is not science and "cannot uncouple itself from its creationist, and thus religious, antecedents". The federal ruling also characterized "teaching the controversy" as part of a religious ploy.

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Elsberry and others allege that statements like Johnson's are proof that the alleged scientific controversy intelligent design proponents seek to have taught is a product of the institute's members and staff. In the

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in science. In order to make their proposals more palatable, the Institute and its supporters claim to advocate presenting evidence both for and against evolution, thus encouraging students to evaluate the evidence.

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Instead of producing original scientific data to support ID's claims, the Discovery Institute has promoted ID politically to the public, education officials and public policymakers through its Teach the Controversy

1622:(CSC) has an overarching conservative Christian social and political agenda that seeks to redefine both law and science and how they are conducted, with the stated goal of a religious "renewal" of American culture. 2165: 2846: 2834: 2300: 2085: 1100:

education in our public schools, we will continue to do battle with those who feel that knowledge is a threat to religious faith ... we should remember that the battle is not against faith, but against ignorance.

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of the discussion. ...This is not to say that the biblical issues are unimportant; the point is rather that the time to address them will be after we have separated materialist prejudice from scientific fact.

2069:"Such controversies as do exist concern the details of the mechanisms of evolution, not the validity of the over-arching theory of evolution, which is one of the best supported theories in all of science." 3002: 2281: 2342: 1083:

In my personal faith, yes, I am a creationist, ... But that doesn't have anything to do with science. I can separate them. ... my personal views of Scripture have no room in the science classroom.

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The theory of evolution is accepted by the vast majority of biologists and by the scientific community in general, in such overwhelming numbers that the theory of evolution is viewed as having

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If the science educators continue to pretend that there is no controversy to teach, perhaps the television networks and the newspapers will take over the responsibility of informing the public.

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for the campaign against what its proponents claim is a materialist foundation in science that precludes God, Teach the Controversy has become a stalking horse for intelligent design. But the

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of "atheistic scientists" and "Dogmatic Darwinists." As a measure of their success in this effort, on 1 August 2005, during a round-table interview with reporters from five Texas newspapers,

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Our strategy has been to change the subject a bit so that we can get the issue of intelligent design, which really means the reality of God, before the academic world and into the schools.

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suggested as an alternative to mainstream science and biology textbooks in the Critical Analysis of Evolution lesson plans proposed by proponents of the "teach the controversy" campaign.

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Amid this political and religious controversy the clear, categorical and oft-repeated view of established national and international scientific organizations remains that there is no

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Along with the objection that there is no scientific controversy to teach, another common objection is that the Teach the Controversy campaign and intelligent design arise out of a

284: 1567: 2951: 2979: 996:, while giving the institute time to strengthen their purported theory of intelligent design. Another advantage of this strategy was to allay teacher fears of legal action. 779: 383: 227: 688: 2247:"Not a single expert witness over the course of the six week trial identified one major scientific association, society or organization that endorsed ID as science."reo 948:, David K. DeWolf, and Mark E. DeForrest in their 1999 article "Teaching the Controversy: Darwinism, Design and the Public School Science Curriculum" published by the 2991: 387: 1581:

have proposed various "controversies" that are worth teaching, instead of intelligent design. Dawkins compares teaching intelligent design in schools to teaching

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If the public school educators will not "teach the controversy," our informal network can do the job for them. In time, the educators will be running to catch up.

2084:"The Board relied solely on legal advice from two organizations with demonstrably religious, cultural, and legal missions, the Discovery Institute and the TMLC." 3921: 1625:

Critics also allege that the Discovery Institute has a long-standing record of misrepresenting research, law and its own policy and agenda and that of others:

3941: 3545:) by the Steering Committee on Science and Creationism, National Academy of Sciences, addressing the issue of intelligent design in the guise of creationism. 3333: 2553: 1849:"Understanding the Intelligent Design Creationist Movement: Its True Nature and Goals. A Position Paper from the Center for Inquiry, Office of Public Policy" 661: 459: 2213:

Understanding the Intelligent Design Creationist Movement: Its True Nature and Goals. A Position Paper from the Center for Inquiry, Office of Public Policy

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Understanding the Intelligent Design Creationist Movement: Its True Nature and Goals. A Position Paper from the Center for Inquiry, Office of Public Policy

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Critics of the Teach the Controversy movement and strategy can also be found outside of the scientific community. Barry W. Lynn, executive director of

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established in the public's mind, then the reintroduction of intelligent design into public school criteria would be much less controversial later.

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Attie, Alan D.; Sober, Elliot; Numbers, Ronald L.; Amasino, Richard M.; Cox, Beth; Berceau, Terese; Powell, Thomas; Cox, Michael M. (2006-05-01).

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and other intelligent design critics as a means of teaching all the intelligent design arguments without using the intelligent design label.

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as saying that though he's a creationist who believes that God created the universe 6,500 years ago, he is able to keep the two separate:

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thus violated the Establishment Clause of the First Amendment. In December, 2005 United States federal court judge John E. Jones III

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taught by a scientist but called a course on "philosophy of science", "history of science", or "politics of science and religion".

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A rudimentary form of the teach the controversy strategy had emerged first among creationists following the Supreme Court's

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For example, the National Association of Biology Teachers, in a statement endorsing evolution as noncontroversial, quoted

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model lesson plan is a means of teaching all the intelligent design arguments without using the intelligent design label.

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trial's ruling the judge wrote that intelligent design proponents had misrepresented the scientific status of evolution.

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In the debate surrounding the linking of the motives of intelligent design proponents to their arguments, following the

3812: 3554: 3538: 599: 508: 449: 3254: 2369: 1140:, and that an unfavorable ruling had the effect of legally ruling intelligent design a form of religious creationism. 2184: 2132:, Seattle, W.A.: Discovery Institute (Center for the Renewal of Science and Culture), 1999, p. 4 Governing Goals 2026:, but not ID itself, should be taught in science class. This tactic is at best disingenuous, and at worst a canard." 1542: 1403: 949: 934: 275: 3340:, 20 April 2006, Emmett Holman, Associate Professor of Philosophy from George Mason University, retrieved 2007-04-29 1667:

people are introduced to 'the truth' of the Bible and then 'the question of sin' and finally 'introduced to Jesus.'"

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is simply an attempt to put a patina of secularity on top of what is a fundamentally religious belief and agenda.

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trial concluded, all eight of the Dover school board members who were up for reelection were voted out of office.

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Chris Mooney. csicop.org (Committee for the Scientific Investigation of Claims of the Paranormal) 25 October 2004

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Witness For The Prosecution, Darwin on Trial author brings together anti-Darwin coalition to bring down evolution

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And to the resistance of science educators over portraying evolution as controversial or disputed, Johnson said:

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support intelligent design and their Teach the Controversy campaign and is employing the same Washington, D.C.

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Analysis of the Discovery Institute's "Bibliography of Supplementary Resources for Ohio Science Instruction"

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heads the larger institute, with input from the Christian supply-sider and former American Spectator owner

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about whether living things had common ancestors? They'll look at you blankly. This is not a controversy.

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David K. DeWolf, Stephen C. Meyer, Mark E. DeForrest. Foundation for Thought and Ethics, October 1, 1999

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To the absence of actual scientific controversy over the validity of evolutionary theory, Johnson said:

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an overview of the Fall 1998 television documentary presented by PBS dealing with religion and science.

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The best illustration of this shift in strategy is comparing the Discovery Institute's 1999 guidebook

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Jason Rosenhouse csicop.org (Committee for the Scientific Investigation of Claims of the Paranormal)

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Journal of Clinical Investigation 116:1134-1138 (2006). American Society for Clinical Investigation.

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ignite and perpetuate a debate in universities and among the higher echelon of scientific thinkers.

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This isn't really, and never has been a debate about science. It's about religion and philosophy.

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says this comment shows that the teach the controversy strategy was "pioneered in the wake of

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David K. DeWolf, Stephen C. Meyer, Mark E. DeForrest 1999, Foundation for Thought and Ethics.

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and statements made by intelligent design proponents to their constituents. The judge in the

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in United States public high school science courses. Scientific organizations (including the

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curriculum rather than as a serious attempt to discuss scientific evidence. In the words of

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that creation science is religious and cannot be taught in public school science classes.

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Science and Creationism: A View from the National Academy of Sciences, Second Edition

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Teaching the Controversy: Darwinism, Design and the Public School Science Curriculum

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George J. Annas, New England Journal of Medicine, Volume 354:2277-2281 May 25, 2006

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George J. Annas, New England Journal of Medicine, Volume 354:2277-2281 May 25, 2006

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ruling also characterized "teaching the controversy" as part of a religious ploy.

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to repackage a creation science textbook into an intelligent design textbook.

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Critical Analysis of Evolution is Not the Same as Teaching Intelligent Design

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Survival of the Slickest: How anti-evolutionists are mutating their message

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Though Teach the Controversy is presented by its proponents as encouraging

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Joel Belz. World Magazine, Volume 11, Number 28, p. 18. November 30, 1996.

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Ohio State Board of Education proposed new standards for teaching science

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Langen, Tom A. (2004). "What is right with 'teaching the controversy'?".

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Defeating Darwinism by Opening Minds. Phillip E. Johnson. 1997. pp. 91-92

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Alan Gishlick, Nick Matzke, and Wesley R. Elsberry. TalkReason.org, 2005.

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intelligent design is not science and is essentially religious in nature.

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Phillip E. Johnson, Phillip Johnson's Weekly Wedge Update. April 9, 2002

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Phillip E. Johnson, Phillip Johnson's Weekly Wedge Update. June 11, 2001

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Defending science education against intelligent design: a call to action

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Intelligent Design in Public School Science Curricula: A Legal Guidebook

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Discovery Institute and its allies proposed lesson plans that included

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No Need to Fear Teaching the Controversy, from the Discovery Institute

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What is The Center for the Renewal of Science & Culture All About?

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Dann P. Siems, Assistant Professor Biology & Integrative Studies,

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Not in Our Classrooms: Why Intelligent Design Is Wrong for Our Schools

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Not in Our Classrooms: Why Intelligent Design Is Wrong for Our Schools

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American Association for the Advancement of Science. February 16, 2006

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Science and Creationism: A View from the National Academy of Sciences

2507: 2425:"Intelligent Design Network – Seeking Objectivity in Origins Science" 868: 3549:

The "Intelligent Design" of a Monkey Trial: A Case of Hidden Agendas

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Ruling, conclusion: Effect of Board’s Actions on Plaintiffs, pg. 130

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Nick Matzke's analysis shows how teaching the controversy using the

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Phillip E. Johnson, Phillip Johnson's Weekly Wedge Update. May 2001

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Intelligent Judging—Evolution in the Classroom and the Courtroom

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Intelligent Judging—Evolution in the Classroom and the Courtroom

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the chairman of the Kansas school board, Steve Abrams, cited in

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describes the Teach the Controversy strategy and campaign as a "

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Barbara Forrest. Natural History magazine, April, 2002, page 80

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Intelligent design is about politics and religion, not science.

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Kitzmiller v. Dover Area School District, Ruling, Pages 124-130

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Small Group Wields Major Influence in Intelligent Design Debate

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Nothing in biology makes sense except in the light of evolution

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The phrase was picked up by the Discovery Institute affiliates

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The BBC's Robert Pigott: Changes to teaching evolution in Ohio

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The Mission of The Center for Renewal of Science & Culture

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Ruling, Kitzmiller v. Dover Area School District. Pages 17-35

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Turn out the lights, the "Teach the controversy" party’s over

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Comparisons of the drafts of the intelligent design textbook

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Kitzmiller v. Dover Area School District September 28, 2005

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Kitzmiller v. Dover Area School District September 27, 2005

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Casey Luskin. Intelligent Design The Future, July 11, 2006.

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Does Seattle group "teach controversy" or contribute to it?

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Ed Brayton. Dispatches from the Culture Wars, June 7, 2006

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understanding that nature and human beings are created by

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Discovery Institute campaign to promote intelligent design

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List of scientific societies rejecting intelligent design

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by Fred Barton, Lansing State Journal. September 11, 2005

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ruling showed that the definition given in the book for "

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Christina Kauffman. The York Dispatch, February 22, 2006

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Lawrence M. Krauss. The New York Times, August 15, 2006.

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Berkeley’s Radical An Interview with Phillip E. Johnson

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How to Make Sure Children Are Scientifically Illiterate

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controversy over teaching evolution in public schools.

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Kansas Schools Struggle with Evolution and Creationism

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Critiques of Anti-Evolutionist Phillip Johnson's Views

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Stephen C. Meyer. Cincinnati Enquirer, March 30, 2002.

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by Gerald Graff, Inside Higher Ed, September 28, 2005.

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Ralph Blumenthal. The New York Times, August 1, 2006.

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Intelligent Design in Public School Science Curricula

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The Wedge Breaking the Modernist Monopoly on Science

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Why the debate over creationism is dividing the USA

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Elizabeth Nickson. Christianity.ca, February, 2004.

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Politicized Scholars Put Evolution on the Defensive

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Americans United for Separation of Church and State

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Political battles involving the Discovery Institute

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American Association for the Advancement of Science

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American Association for the Advancement of Science

3186: 2949:Intelligent design group is just a religious front 2166:Key Resources for Parents and School Board Members 1873: 2982:By Jodi Wilgoren, New York Times, August 21, 2005 2702:Richard B. Hoppe. The Panda's Thumb. July 6, 2006 2590:Evolution’s Backers in Kansas Start Counterattack 2018: 2016: 929:The term "teach the controversy" originated with 3913: 2315:"To Debate or Not to Debate Intelligent Design?" 1938:Teaching Intelligent Design: What Happened When? 3551:by Bob Weitzel. At the axisoflogic.com website. 3448:Peter Slevin, Washington Post, March 14, 2005, 3057:National Association of Biology Teachers, 2004. 3019:Science and Religion: A Very Short Introduction 2970:By Peter Slevin Washington Post, March 14, 2005 3331:AAAS Dialogue on Science, Ethics, and Religion 2013: 1889:Linda Shaw. The Seattle Times, March 31, 2005. 1837: 961: 933:, a professor of English and education at the 924: 3922:Christian fundamentalism in the United States 3623: 2774:Nick Matzke. The Panda's Thumb, July 11, 2006 2372:Peter Slevin. Washington Post, March 14, 2005 1965:Nick Matzke. The Panda's Thumb, July 11, 2006 1175:Shift to the "Critical Analysis of Evolution" 999: 824: 330: 3942:Education controversies in the United States 2765:No one here but us Critical Analysis-ists... 2613: 2402:Creationism in 2001: A State-by-State Report 2185:CSC Questions about Science Education Policy 2156:, Glenn Branch. Beacon Press, 2006. Page 30. 1956:No one here but us Critical Analysis-ists... 3023:. Oxford: Oxford University Press. p. 2680:by Kim Minugh, Sacramento Bee, May 11, 2006 2203:, Glenn Branch. Beacon Press, 2006.Page 35. 2175:Discovery Institute staff. August 21, 2007. 2001:AAAS Statement on the Teaching of Evolution 3818:Creation and evolution in public education 3630: 3616: 2642: 2640: 2583: 2442:Intelligent Design: Teach the Controversy? 2074:United States National Academy of Sciences 1797:Creation and evolution in public education 1609: 1573:Prominent evolutionary biologists such as 831: 817: 337: 323: 3245:Touchstone Magazine interview, June 2002. 2939:Kitzmiller v. Dover Area School District. 2837:Kitzmiller v. Dover Area School District. 2659: 2524: 2506: 2115: 1699:Creation, Evolution, & Modern Science 1543:Learn how and when to remove this message 1404:Learn how and when to remove this message 1127:Prior to the September 2005 start of the 398:History of education in the United States 3836:Kitzmiller v. Dover Area School District 3398:"Why we should learn Intelligent Design" 2688: 2686: 2358:Kitzmiller v. Dover Area School District 2310: 2308: 2283:Kitzmiller v. Dover Area School District 2030:Kitzmiller v. Dover Area School District 1470:Kitzmiller v. Dover Area School District 1157:Kitzmiller v. Dover Area School District 1129:Kitzmiller v. Dover Area School District 1064:Kitzmiller v. Dover Area School District 3504:at the Access Research Network website. 3464:Discovery Institute, October 13, 2004, 3450:"Battle on Teaching Evolution Sharpens" 3392: 2637: 1843: 1375:not related to the topic of the article 14: 3914: 3701:Allegorical interpretations of Genesis 3512:National Center for Science Education 3349: 3294:National Center for Science Education. 3111: 3078: 2937:Ruling - whether ID is science, pg. 83 2065: 2063: 2061: 1995: 1993: 1991: 1989: 1975: 1973: 1971: 1684:of the National Center for Education: 3611: 3567:The Newest Evolution of Creationism, 3163:National Science Teachers Association 3014: 2968:Battle on Teaching Evolution Sharpens 2683: 2495:The Journal of Clinical Investigation 2370:Battle on Teaching Evolution Sharpens 2305: 1118:National Center for Science Education 1031:National Science Teachers Association 423:History of education in New York City 413:History of education in Massachusetts 228:International Society for Complexity, 2103:"religious landscape" of that area. 1721: 1499: 1474:: Eleven parents of students in the 1357: 2058: 1986: 1968: 1424:, to promote ID to lawmakers. Sen. 1324: 24: 3555:Should We “Teach the Controversy”? 3442: 3421: 2656:Daniel C. Dennett. New York Times. 1697:Writes Johnson in the foreword to 1515:tone or style may not reflect the 916:In December 2005, a federal judge 25: 3983: 3478: 3352:Trends in Ecology & Evolution 3196:Let's Be Intelligent About Darwin 2912:Icons of Evolution exposed on CNN 2888:Robertson: PA Voters Rejected God 2261:Finding the Evolution in Medicine 1444:2002-2006 Ohio Board of Education 1155:With the December 2005 ruling in 1035:Journal of Clinical Investigation 950:Foundation for Thought and Ethics 935:University of Illinois at Chicago 285:Scientific bodies that explicitly 3947:Intelligent design controversies 3896: 3895: 3069:The Guardian. September 1, 2005. 2876:Dover gets a million-dollar bill 2614:Chris Mooney (August 30, 2005). 1771: 1757: 1525:guide to writing better articles 1504: 1362: 1340:Teach the Controversy campaign. 1247: 800: 789: 418:History of education in Missouri 408:History of education in Kentucky 306: 305: 49: 18:Teach the controversy (campaign) 3637: 3460:"The Crusade Against Evolution" 3415: 3386: 3343: 3324: 3312: 3297: 3285: 3266: 3248: 3229: 3220: 3208: 3166: 3154: 3142: 3130: 3105: 3072: 3060: 3048:Statement on Teaching Evolution 3041: 3008: 2996: 2985: 2973: 2961: 2942: 2929: 2917: 2905: 2893: 2881: 2869: 2851: 2840: 2827: 2815: 2796: 2777: 2758: 2739: 2724: 2705: 2671: 2624: 2607: 2595: 2571: 2559: 2547: 2457: 2435: 2417: 2395: 2384: 2375: 2363: 2348: 2336: 2320: 2275: 2254: 2241: 2228: 2206: 2190: 2178: 2159: 2143: 2096: 2078: 2036: 1110:Institute for Creation Research 403:History of education in Chicago 230:Information, and Design (ISCID) 3813:Creation–evolution controversy 3292:"Creation Conflict in Schools" 3273:The "Wedge Document": So What? 3079:Wallis, Claudia (2005-08-07). 2329:, Evan Ratliff, October 2004, 1952:Critical Analysis of Evolution 1944: 1931: 1904: 1892: 1620:Center for Science and Culture 1354:Intelligent design in politics 1236:Critical Analysis of Evolution 1227:Critical Analysis of Evolution 1223:Critical Analysis of Evolution 1181:Critical Analysis of Evolution 738:Full-service community schools 217:Center for Science and Culture 13: 1: 3937:Discovery Institute campaigns 2858:names on the Web to that end. 2617:The Republican War on Science 2578:Ruling, Whether ID Is Science 2327:The Crusade Against Evolution 2271:National Institutes of Health 1831: 1384:or discuss this issue on the 1260:Four days after the six-week 909:organizations (including the 878:The Discovery Institute is a 222:Centre for Intelligent Design 153:Discovery Institute campaigns 3402:Times Educational Supplement 3321:Phillip E. Johnson. ARN.org. 3112:Slevin, Peter (2005-03-14). 2900:The Pennsylvania Controversy 2678:Father of intelligent design 2429:intelligentdesignnetwork.org 2381:Forrest and Gross(2004) p206 1614:According to critics of the 1495: 893:" and "to replace with the 7: 3952:Intelligent design movement 3003:Ruling, Kitzmiller v. Dover 2890:CBS News, November 11, 2005 2784:Testimony, Aralene Callahan 2412:People For the American Way 2301:Conclusion, Page 134 of 139 1765:Evolutionary biology portal 1750: 1739:been expressed by atheists 1418:2000 Congressional briefing 1043:controversy is manufactured 962:Development of the strategy 925:Origin of the campaign name 716:For-profit higher education 246:Physicians and Surgeons for 10: 3988: 3673:Genesis creation narrative 3372:10.1016/j.tree.2003.12.005 2712:ID Legislation in Michigan 2187:Discovery Institute staff. 1901:ABC News, November 9, 2005 1484:Dover Area School District 1351: 1178: 1000:Employment of the strategy 970:before and after the 1987 863:(a variant of traditional 857:pseudoscientific principle 669:School corporal punishment 239:Evolution Awareness Center 3891: 3850: 3830:Kansas evolution hearings 3800: 3739: 3686: 3645: 1456:Kansas evolution hearings 1073:Kansas evolution hearings 1015:methodological naturalism 704:School-to-work transition 287:reject intelligent design 3137:Meyer's Hopeless Monster 2453:Bemidji State University 2355:Ruling - context, pg. 32 1814:Flying Spaghetti Monster 1589:Professor of Philosophy 1255:teaching the controversy 1050:Christian fundamentalist 807:United States portal 353:This article is part of 3792:Young Earth creationism 3782:Progressive creationism 3711:Genesis flood narrative 1732:objections to evolution 1727:George Mason University 1610:The Discovery Institute 1596:Darwin's Dangerous Idea 1433:2001 Santorum Amendment 1317:firm that promoted the 525:Education policy issues 494:Environmental education 3972:Textbook controversies 3962:Religion and education 3678:History of creationism 3015:Dixon, Thomas (2008). 2803:Testimony, Julie Smith 2693:Ohio: Here We Go Again 1792:Argument to moderation 1708: 1691: 1660: 1302: 1294: 1286: 1229:strategy is viewed by 1214: 1102: 1085: 903:irreducible complexity 880:conservative Christian 662:Standards-based reform 637:Gender achievement gap 627:Racial achievement gap 560:Educational attainment 237:Intelligent Design and 72:Irreducible complexity 3967:Religion and politics 3842:Teach the Controversy 3777:Old Earth creationism 3485:Teach the Controversy 3149:Teach the Controversy 3067:One side can be wrong 1703: 1686: 1637: 1564:Theodosius Dobzhansky 1373:may contain material 1337:Teach the Controversy 1319:Contract with America 1298: 1290: 1281: 1209: 1097: 1081: 1057:movement such as the 1025:, it, along with the 855:seeks to promote the 845:Teach the controversy 728:Research universities 595:Student financial aid 590:Graduate unemployment 565:Post-secondary issues 541:Primary and secondary 504:Mathematics education 159:Teach the controversy 3901:Category:Creationism 3824:Edwards v. Aguillard 3502:The "Wedge" Archives 3282:Discovery Institute. 3081:"The Evolution Wars" 2251:Kitzmiller v. Dover. 2238:Kitzmiller v. Dover. 1557:scientific consensus 1461:scientific community 1437:No Child Left Behind 1429:Discovery Institute. 1382:improve this section 1242:Of Pandas and People 1201:scientific consensus 1134:Establishment Clause 1122:Edwards v. Aguillard 1106:Edwards v. Aguillard 990:intelligent designer 973:Edwards v. Aguillard 968:Of Pandas and People 955:Of Pandas and People 796:Education portal 632:Desegregation busing 585:Elite overproduction 514:Vocational education 248:Scientific Integrity 87:Intelligent designer 77:Specified complexity 3883:Omphalos hypothesis 3868:Biblical literalism 3858:Anthropic principle 3767:Islamic creationism 3490:Cincinnati Enquirer 3404:. TSL Education Ltd 3364:2004TEcoE..19..114L 2731:Kitzmiller v. Dover 2647:Show Me The Science 2201:Eugenie Carol Scott 2090:Kitzmiller v. Dover 1787:Howard Ahmanson, Jr 1616:Discovery Institute 1480:Dover, Pennsylvania 887:Seattle, Washington 853:Discovery Institute 749:Levels of education 721:For-profit colleges 689:Foreign involvement 212:Discovery Institute 133:Kitzmiller v. Dover 82:Fine-tuned universe 3863:Biblical inerrancy 3787:Theistic evolution 3762:Intelligent design 3668:Creationist museum 3653:Biblical cosmology 3541:2006-12-10 at the 3520:2005-04-03 at the 3487:Stephen C. Meyer, 3336:2006-04-21 at the 3278:2005-05-12 at the 3261:Church & State 3241:2007-06-09 at the 3201:2007-06-08 at the 3179:2005-05-15 at the 3053:2006-09-27 at the 2954:2006-06-27 at the 2808:2007-12-01 at the 2789:2007-12-01 at the 2770:2015-09-06 at the 2751:2006-08-28 at the 2717:2006-06-15 at the 2698:2007-09-30 at the 2652:2005-09-24 at the 2447:2006-09-10 at the 2407:2006-06-15 at the 2266:2011-07-18 at the 2218:2007-06-30 at the 2171:2008-03-05 at the 2109:2008-03-04 at the 2048:2007-06-30 at the 2006:2006-02-21 at the 1961:2015-09-06 at the 1925:2005-04-05 at the 1885:2006-06-14 at the 1826:Santorum Amendment 1655:Phillip E. Johnson 1277:Wesley R. Elsberry 1196:stem cell research 1077:The New York Times 1027:Santorum Amendment 939:Phillip E. Johnson 861:intelligent design 711:Community colleges 657:School segregation 575:Cost and financing 499:Language education 186:Phillip E. Johnson 181:William A. Dembski 56:Watchmaker analogy 43:Intelligent design 3909: 3908: 3757:Hindu creationism 3731:Ussher chronology 3034:978-0-19-929551-7 2924:Passing the Torch 1722:University course 1591:Daniel C. Dennett 1553: 1552: 1545: 1519:used on Knowledge 1517:encyclopedic tone 1414: 1413: 1406: 841: 840: 694:Special education 684:Sexual harassment 477:Medical education 431:Curriculum topics 367: 347: 346: 16:(Redirected from 3979: 3899: 3898: 3747:Creation science 3632: 3625: 3618: 3609: 3608: 3493:, March 30, 2002 3472:Faith and Reason 3458:, October 2004, 3437: 3436: 3434: 3433: 3419: 3413: 3412: 3410: 3409: 3390: 3384: 3383: 3347: 3341: 3328: 3322: 3316: 3310: 3301: 3295: 3289: 3283: 3270: 3264: 3252: 3246: 3233: 3227: 3224: 3218: 3212: 3206: 3193: 3184: 3170: 3164: 3158: 3152: 3146: 3140: 3134: 3128: 3127: 3125: 3124: 3109: 3103: 3102: 3100: 3099: 3076: 3070: 3064: 3058: 3045: 3039: 3038: 3022: 3012: 3006: 3000: 2994: 2989: 2983: 2977: 2971: 2965: 2959: 2946: 2940: 2933: 2927: 2921: 2915: 2909: 2903: 2897: 2891: 2885: 2879: 2873: 2867: 2855: 2849: 2844: 2838: 2831: 2825: 2819: 2813: 2800: 2794: 2781: 2775: 2762: 2756: 2743: 2737: 2728: 2722: 2709: 2703: 2690: 2681: 2675: 2669: 2663: 2657: 2644: 2635: 2628: 2622: 2621: 2611: 2605: 2599: 2593: 2587: 2581: 2575: 2569: 2563: 2557: 2551: 2545: 2544: 2542: 2541: 2528: 2510: 2508:10.1172/JCI28449 2501:(5): 1134–1138. 2486: 2480: 2479: 2477: 2476: 2467:. Archived from 2461: 2455: 2439: 2433: 2432: 2421: 2415: 2399: 2393: 2388: 2382: 2379: 2373: 2367: 2361: 2352: 2346: 2340: 2334: 2324: 2318: 2312: 2303: 2297: 2288: 2279: 2273: 2258: 2252: 2245: 2239: 2232: 2226: 2210: 2204: 2194: 2188: 2182: 2176: 2163: 2157: 2147: 2141: 2140: 2139: 2137: 2127: 2119: 2113: 2100: 2094: 2086:Ruling, page 131 2082: 2076: 2067: 2056: 2040: 2034: 2020: 2011: 1997: 1984: 1977: 1966: 1948: 1942: 1935: 1929: 1908: 1902: 1896: 1890: 1877: 1871: 1869: 1867: 1866: 1860: 1853: 1845:Forrest, Barbara 1841: 1820:Inherit the Wind 1781: 1776: 1775: 1767: 1762: 1761: 1656: 1587:Tufts University 1548: 1541: 1537: 1534: 1528: 1527:for suggestions. 1523:See Knowledge's 1508: 1507: 1500: 1422:Washington, D.C. 1409: 1402: 1398: 1395: 1389: 1366: 1365: 1358: 1325:Political action 1315:public relations 1041:" and that "the 1023:academic freedom 978:creation science 946:Stephen C. 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1427: 1426:Rick Santorum 1423: 1419: 1416: 1415: 1408: 1405: 1397: 1387: 1383: 1377: 1376: 1371:This section 1369: 1360: 1359: 1355: 1345: 1341: 1338: 1333: 1322: 1320: 1316: 1310: 1308: 1301: 1297: 1293: 1289: 1285: 1280: 1278: 1273: 1270: 1269:Pat Robertson 1267: 1266:Televangelist 1263: 1258: 1256: 1248:Repercussions 1245: 1243: 1238: 1237: 1232: 1228: 1224: 1219: 1213: 1208: 1206: 1205:pseudoscience 1202: 1197: 1193: 1189: 1182: 1172: 1170: 1166: 1162: 1158: 1153: 1150: 1145: 1141: 1139: 1135: 1130: 1125: 1123: 1119: 1115: 1111: 1107: 1101: 1096: 1094: 1090: 1084: 1080: 1078: 1074: 1069: 1066: 1065: 1060: 1055: 1051: 1046: 1044: 1040: 1036: 1032: 1028: 1024: 1019: 1016: 1010: 1008: 997: 995: 991: 985: 983: 979: 975: 974: 969: 959: 957: 956: 951: 947: 942: 940: 936: 932: 922: 919: 914: 912: 906: 904: 900: 896: 892: 888: 884: 881: 876: 874: 870: 866: 862: 858: 854: 850: 846: 834: 829: 827: 822: 820: 815: 814: 812: 811: 808: 797: 792: 787: 786: 781: 780:Organizations 778: 776: 775: 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Retrieved 3417: 3406:. Retrieved 3401: 3388: 3355: 3351: 3345: 3326: 3314: 3299: 3287: 3268: 3263:, April 1999 3260: 3255: 3250: 3231: 3222: 3210: 3168: 3156: 3144: 3132: 3121:. Retrieved 3117: 3107: 3096:. Retrieved 3084: 3074: 3062: 3043: 3018: 3010: 2998: 2987: 2975: 2963: 2944: 2931: 2919: 2907: 2895: 2883: 2871: 2853: 2842: 2829: 2817: 2798: 2779: 2760: 2741: 2730: 2726: 2707: 2673: 2661: 2626: 2616: 2609: 2597: 2585: 2573: 2561: 2549: 2538:. Retrieved 2498: 2494: 2484: 2473:. Retrieved 2469:the original 2459: 2437: 2428: 2419: 2414:. (PDF file) 2397: 2386: 2377: 2365: 2357: 2350: 2338: 2330: 2322: 2285:, Conclusion 2282: 2277: 2256: 2243: 2230: 2225:. May, 2007. 2208: 2192: 2180: 2161: 2145: 2134:, retrieved 2129: 2117: 2098: 2088: 2080: 2055:. May, 2007. 2038: 2029: 2023: 1951: 1946: 1933: 1906: 1894: 1875: 1863:. Retrieved 1856:the original 1847:(May 2007). 1839: 1818: 1801: 1745:Aaron Sloman 1737: 1725: 1715: 1713: 1709: 1704: 1698: 1696: 1692: 1687: 1678: 1674: 1624: 1613: 1601: 1594: 1593:, author of 1572: 1561: 1554: 1539: 1530: 1514: 1468: 1466: 1453: 1443: 1432: 1417: 1400: 1391: 1380:Please help 1372: 1342: 1336: 1328: 1311: 1306: 1303: 1299: 1295: 1291: 1287: 1282: 1274: 1261: 1259: 1254: 1251: 1241: 1234: 1226: 1222: 1217: 1215: 1210: 1184: 1168: 1156: 1154: 1148: 1146: 1142: 1128: 1126: 1121: 1114:Glenn Branch 1105: 1103: 1098: 1095:essay said: 1092: 1086: 1082: 1076: 1070: 1062: 1058: 1054:evangelistic 1047: 1034: 1020: 1011: 1003: 986: 981: 971: 967: 965: 953: 943: 931:Gerald Graff 928: 915: 907: 877: 844: 842: 756: 674:School meals 552: 352: 191:Michael Behe 131: 3927:Creationism 3663:Creationism 3639:Creationism 2024:controversy 1579:Jerry Coyne 1482:, sued the 1231:Nick Matzke 1087:Afterward, 891:materialism 865:creationism 297:Creationism 3916:Categories 3721:Noah's Ark 3432:2008-06-27 3408:2008-06-27 3123:2019-11-22 3098:2019-11-22 2733:decision, 2540:2019-11-22 2475:2018-12-01 1865:2007-08-06 1832:References 1716:scientific 1664:Rob Boston 1489:ruled that 1179:See also: 1068:science." 883:think tank 642:Head Start 617:Inequality 470:Law school 3932:Denialism 2517:0021-9738 2130:The Wedge 2032:, page 89 1671:campaign. 1533:July 2023 1496:Criticism 1394:June 2011 1386:talk page 1216:With the 885:based in 869:evolution 770:Secondary 554:Financing 262:Reactions 144:Campaigns 3878:Nephilim 3539:Archived 3518:Archived 3380:16701239 3334:Archived 3276:Archived 3239:Archived 3199:Archived 3177:Archived 3093:16116981 3051:Archived 3005:page 83. 2952:Archived 2806:Archived 2787:Archived 2768:Archived 2749:Archived 2715:Archived 2696:Archived 2650:Archived 2535:16670753 2445:Archived 2405:Archived 2333:magazine 2264:Archived 2216:Archived 2169:Archived 2107:Archived 2046:Archived 2028:Ruling, 2004:Archived 1959:Archived 1923:Archived 1883:Archived 1751:See also 1701:(2000): 1653:— 1647:'wedge.' 1634:concept: 895:theistic 849:campaign 440:Literacy 384:By state 355:a series 311:Category 127:Politics 117:Timeline 107:Movement 63:Concepts 35:a series 33:Part of 3851:Related 3808:Outline 3646:General 3360:Bibcode 2554:Context 2526:1451210 2123:"Goals" 1192:cloning 1136:of the 1116:of the 982:Edwards 851:of the 766:Primary 376:Summary 168:Authors 3378: 3091: 3031: 2566:Ruling 2533: 2523: 2515: 2136:7 July 1450:issue. 1225:. 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