Teach the Controversy

"Teach the Controversy" is a campaign, conducted by Discovery Institute, to promote a variant of traditional creationism, intelligent design, while attempting to discredit evolution in United States public high school science courses.[1][2][3][4][5][6] The campaign claims that fairness and equal time requires educating students with a 'critical analysis of evolution'[7] where "the full range of scientific views",[8] evolution's "unresolved issues", and the "scientific weaknesses of evolutionary theory"[9] will be presented and evaluated alongside intelligent design concepts like irreducible complexity[10] presented as a scientific argument against evolution through oblique references to books by design proponents listed in the bibliography of the Institute-proposed "Critical Analysis of Evolution" lesson plans.[11] The intelligent design movement and the Teach the Controversy campaign are directed and supported largely by the Discovery Institute, a conservative Christian[12][13] think tank based in Seattle, Washington, USA. The overall goals of the movement were stated as "to defeat scientific materialism" and "to replace [it] with the theistic understanding that nature and human beings are created by God."[14]

The scientific community and science education organizations have replied that there is no scientific controversy regarding the validity of evolution and that the controversy exists solely in terms of religion and politics.[15][16][17] A federal court, along with the majority of scientific organizations, including the American Association for the Advancement of Science, say the Institute has manufactured the controversy they want to teach by promoting a false perception that evolution is "a theory in crisis" due to it being the subject of purported wide controversy and debate within the scientific community.[15][16][18][19] McGill University Professor Brian Alters, an expert in the creation-evolution controversy, is quoted in an article published by the NIH as stating that "99.9 percent of scientists accept evolution",[20] whereas intelligent design has been rejected by the overwhelming majority of the scientific community.[21][22] In the December 2005 ruling of Kitzmiller v. Dover Area School District, Judge John E. Jones III concluded that intelligent design is not science and "cannot uncouple itself from its creationist, and thus religious, antecedents".[23] The Dover ruling also characterized "teaching the controversy" as part of a religious ploy.[24]

Origin of phrase

The term "teach the controversy" originated with Gerald Graff, a professor of English and education at the University of Illinois at Chicago,[25] as an admonition to teach that established knowledge is not simply given as a settled matter, but that it is created in a crucible of debate and controversy. To the chagrin of Graff, who describes himself as a liberal secularist,[25] the idea was later appropriated by Phillip E. Johnson, 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 somewhat from Graff's original 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 concept of established knowledge.[26]

The phrase was picked up by other Discovery Institute affiliates Stephen C. Meyer, David K. DeWolf, and Mark E. DeForrest in their 1999 article, "Teaching the Controversy: Darwinism, Design and the Public School Science Curriculum"[27] published by the Foundation for Thought and Ethics. The Foundation for Thought and Ethics also publishes the controversial pro-intelligent design biology textbook Of Pandas and People, suggested as an alternative to mainstream science and biology textbooks in the Critical Analysis of Evolution lesson plans proposed by Teach the Controversy proponents.

Development of the strategy

The roots of the intelligent design movement's strategy are found in the past attempts of creationists to force religious views into public school science classes. The most recent of these had been creation science, which sought to provide a scientific veneer for the biblical account of Genesis. The characteristics of the intelligent design movement are a direct response to the tactical and legal failings of earlier creationist movements. Design proponent's strategies represent a natural evolution of the "creation science" movement, proceeding still further in the direction of claiming the mantle of science while denying their religious intentions in argument.

Comparisons of the drafts of the intelligent design textbook Of Pandas and People before and after the 1987 Edwards v. Aguillard ruling showed that the definition given in the book for creation science 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 Edwards that creation science is religious and cannot be taught in public school science classes.[28]

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 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 intelligent designer was God, while giving the institute time to strengthen their purported theory of intelligent design.[29] Another advantage of this strategy was to allay teacher fears of legal action.[30]

Employment of the strategy

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 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.[17][31] The Teach the Controversy strategy has benefitted from 'stacking' municipal, county and state school boards with intelligent design proponents[32] as alluded to in the Discovery Institute's Wedge Strategy.

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 Intelligent Design Network.[33] 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 methodological naturalism 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.

Though Teach the Controversy is presented by its proponents as encouraging academic freedom, it, along with the Santorum Amendment, is viewed by many academics as a threat to academic freedom[34] and is rejected by the National Science Teachers Association,[35] and the American Association for the Advancement of Science.[16] The American Society for Clinical Investigation's Journal of Clinical Investigation describes the Teach the Controversy strategy and campaign as a "hoax" and that "the controversy is manufactured."[36]

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 Christian fundamentalist and evangelistic movement that calls for broad social, academic and political changes.[37] 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 movement such as the Wedge Document and statements made by intelligent design proponents to their constituents. The judge in the Kitzmiller v. Dover Area School District 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"[38] and "that ID is an interesting theological argument, but that it is not science."[39]

In the debate surrounding the linking of the motives of intelligent design proponents to their arguments, following the Kansas evolution hearings the chairman of the Kansas school board, Dr. Steve Abrams, cited in The New York Times 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:

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.[40]

Afterward, Lawrence Krauss, a Case Western Reserve University physicist and astronomer, in a New York Times essay said:

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 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.[41]

A rudimentary form of the teach the controversy strategy had emerged first among creationists following the Supreme Court's Edwards v. Aguillard decision. The Institute for Creation Research (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." Glenn Branch of the National Center for Science Education says this comment shows that the teach the controversy strategy was "pioneered in the wake of Edwards v. Aguillard."[42]

Prior to the September 2005 start of the Kitzmiller v. Dover Area School District 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 Establishment Clause of the First Amendment, and that an unfavorable ruling had the effect of legally ruling intelligent design a form of religious creationism.

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.[43] Institute Fellows reasoned that once the "fact" that a controversy indeed exists had been established in the public's mind, then the reintroduction of intelligent design into public school criteria would be much less controversial later.[44]

The best illustration of this shift in strategy is comparing the Discovery Institute's 1999 guidebook Intelligent Design in Public School Science Curricula which concludes "school boards have the authority to permit, and even encourage, teaching about design theory as an alternative to Darwinian evolution"[45] 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 ignite and perpetuate a debate in universities and among the higher echelon of scientific thinkers.[46]

With the December 2005 ruling in Kitzmiller v. Dover Area School District, 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 wedge document. Thus, the Teach the Controversy strategy has become the primary thrust of the Discovery Institute in promoting its aims. Just as intelligent design is a stalking horse 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 Dover ruling also characterized "teaching the controversy" as part of a religious ploy.[24]

Shift to Critical Analysis of Evolution

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 Discovery Institute and its allies proposed lesson plans that included global warming, cloning and stem cell research 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 scientific consensus. 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 pseudoscience.[47][48] Richard B. Hoppe, holder of a Ph.D. in Experimental Psychology from the University of Minnesota, described the tactic in the following way:

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 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.[47]

With the Dover ruling describing "teach the controversy" as "at best disingenuous, and at worst a canard",[49] 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 Critical Analysis of Evolution.[50] The Critical Analysis of Evolution strategy is viewed by Nick Matzke and other intelligent design critics as a means of teaching all the intelligent design arguments without using the intelligent design label.[51] Critical Analysis of Evolution 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 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 Of Pandas and People to repackage a creation science textbook into an intelligent design textbook.

Repercussions

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 threatened and isolated high school science teachers, school board members and parents who opposed their efforts.[52][53][54][55][56][57] 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 Dover trial, the Dover Area School District was forced to pay $1,000,011 in legal fees and damages for pursuing a policy of teaching the controversy.[58]

Four days after the six-week Dover trial concluded, all eight of the Dover school board members who were up for reelection were voted out of office. Televangelist Pat Robertson 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."[59]

Critics, like Wesley R. Elsberry, say the Discovery Institute has cynically manufactured much of the political and religious controversy to further its agenda, pointing to statements of prominent proponents like Johnson:

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 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.[60]

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

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.[61]

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

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.[62]

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 Dover trial's ruling the judge wrote that intelligent design proponents had misrepresented the scientific status of evolution.[63]

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.[64] The institute spends more than $1 million a year for research, polls, lobbying and media pieces that support intelligent design and their Teach the Controversy campaign[65] and is employing the same Washington, D.C. public relations firm that promoted the Contract with America.[66]

Political action

The Discovery Institute aggressively promotes its Teach the Controversy campaign and intelligent design to the public, education officials and public policymakers. Its efforts are largely aimed at conservative Christian policymakers, where it is cast as a counterbalance to the liberal influences 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, President Bush 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 Teach the Controversy approach - "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, have been central in promoting the Teach the Controversy campaign.

In some state battles, the ties of Teach the Controversy and intelligent design proponents to the Discovery Institute's political and social activities have been made public resulting in their efforts being temporarily thwarted. The Discovery Institute takes the view that all publicity is good and that no defeat is real. The Institute has shown a willingness to back off, even to not advocate for the inclusion of ID, to ensure that all science teachers are required to portray evolution as a "theory in crisis." The Institute's strategy is to move, relentlessly, from standards battles, to curriculum writing, to textbook adoption, and back again doing whatever it takes to undermine the central position of evolution in biology. Critics of this strategy and the movement contend that the intelligent design controversy diverts much time, effort and tax money away from the actual education of children.

Political battles involving the Discovery Institute

Criticism

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 scientific consensus. Over 70 scientific societies, institutions, and other professional groups representing tens of thousands individual scientists have issued policy statements supporting evolution education and opposing intelligent design.[67][68] 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."[69]

For example, the National Association of Biology Teachers, in a statement endorsing evolution as noncontroversial, quoted Theodosius Dobzhansky: "Nothing in biology makes sense except in the light of evolution" 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."[70]

Prominent evolutionary biologists such as Richard Dawkins and Jerry Coyne have proposed various "controversies" that are worth teaching, instead of intelligent design.[71] Dawkins compares teaching intelligent design in schools to teaching flat earthism: 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."[72] Tufts University Professor of Philosophy Daniel C. Dennett, author of Darwin's Dangerous Idea, 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."[44]

Critics of the Teach the Controversy movement and strategy can also be found outside of the scientific community. Barry W. Lynn, executive director of Americans United for Separation of Church and State, 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."[73] Bill Maher said of Teach the Controversy, "You don't have to teach both sides of a debate if one side is a load of crap."[74]

The Discovery Institute

According to critics of the Discovery Institute'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 Center for Science and Culture (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.

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:

  • 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.[79]
  • This isn't really, and never has been a debate about science. It's about religion and philosophy.[80]
  • 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 'wedge.'[81]
  • 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 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.[82]

— Phillip E. Johnson

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

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",[84] many scientists regard the movement purely as a ploy to insert creationism into the science curriculum rather than as a serious attempt to discuss scientific evidence. In the words of Eugenie Scott of the National Center for Education:

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 about whether living things had common ancestors? They'll look at you blankly. This is not a controversy.[85]

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 really just a question of science with no religion involved, is itself belied by Discovery Institute's former published policy statements,[86] its "Wedge Document", and statements made to its constituency by its leadership, and in particular Phillip E. Johnson.

Writes Johnson in the foreword to Creation, Evolution, & Modern Science (2000):

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 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.[87]

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."[79]

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 scientific controversy over teaching evolution in public schools.

University course

George Mason University 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 objections to evolution 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 taught by a scientist but called a course on "philosophy of science", "history of science", or "politics of science and religion".[88]

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.[89] Similar positions have been expressed by atheists Julian Baggini[90] and Aaron Sloman.[91]

See also

References

  1. ↑ Forrest, Barbara (May 2007). "Understanding the Intelligent Design Creationist Movement: Its True Nature and Goals. A Position Paper from the Center for Inquiry, Office of Public Policy" (PDF). Washington, D.C.: Center for Inquiry, Inc. Retrieved 2007-08-06..
  2. ↑ Does Seattle group "teach controversy" or contribute to it? Linda Shaw. The Seattle Times, March 31, 2005.
  3. ↑ Small Group Wields Major Influence in Intelligent Design Debate ABC News, November 9, 2005
  4. ↑ "ID's home base is the Center for Science and Culture at Seattle's conservative Discovery Institute. Meyer directs the center; former Reagan adviser Bruce Chapman heads the larger institute, with input from the Christian supply-sider and former American Spectator owner George Gilder (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 Survival of the Slickest: How anti-evolutionists are mutating their message
  5. ↑ Teaching Intelligent Design: What Happened When? 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 controversy."
  6. ↑ Nick Matzke's analysis shows how teaching the controversy using the Critical Analysis of Evolution model lesson plan is a means of teaching all the intelligent design arguments without using the intelligent design label.No one here but us Critical Analysis-ists... Nick Matzke. The Panda's Thumb, July 11, 2006
  7. ↑ Not in Our Classrooms: Why Intelligent Design Is Wrong for Our Schools by Eugenie Scott, Glenn Branch. Beacon Press, 2006. Page 30.
  8. ↑ Key Resources for Parents and School Board Members Discovery Institute staff. August 21, 2007.
  9. ↑ CSC Questions about Science Education Policy Discovery Institute staff.
  10. ↑ Not in Our Classrooms: Why Intelligent Design Is Wrong for Our Schools by Eugenie Carol Scott, Glenn Branch. Beacon Press, 2006.Page 35.
  11. ↑ Teaching the Origins Controversy: A Guide for the Perplexed. Special Discovery Institute Report David K. DeWolf. Discovery Institute, August 20, 1999.
  12. ↑ "The Board relied solely on legal advice from two organizations with demonstrably religious, cultural, and legal missions, the Discovery Institute and the TMLC."Ruling, page 131 Kitzmiller v. Dover.
  13. ↑ 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 "religious landscape" of that area.
  14. ↑ "Goals", The Wedge (PDF), Seattle, W.A.: Discovery Institute (Center for the Renewal of Science and Culture), 1999, p. 4 Governing Goals, retrieved 7 July 2012
  15. ↑ 15.0 15.1 "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." Intelligent Judging — Evolution in the Classroom and the Courtroom George J. Annas, New England Journal of Medicine, Volume 354:2277-2281 May 25, 2006
  16. ↑ 16.0 16.1 16.2 "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." AAAS Statement on the Teaching of Evolution American Association for the Advancement of Science. February 16, 2006
  17. ↑ 17.0 17.1 "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." Science and Creationism: A View from the National Academy of Sciences, Second Edition United States National Academy of Sciences
  18. ↑ "ID's backers have sought to avoid the scientific scrutiny which we have now determined that it cannot withstand by advocating that the controversy, but not ID itself, should be taught in science class. This tactic is at best disingenuous, and at worst a canard." Ruling, Kitzmiller v. Dover Area School District, page 89
  19. ↑ Understanding the Intelligent Design Creationist Movement: Its True Nature and Goals. A Position Paper from the Center for Inquiry, Office of Public Policy Barbara Forrest. May, 2007.
  20. ↑ Finding the Evolution in Medicine National Institutes of Health
  21. ↑ "ID has failed to gain acceptance in the scientific community" Ruling, page 64 Kitzmiller v. Dover.
  22. ↑ "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."reoRuling, page 70 Kitzmiller v. Dover.
  23. ↑ Kitzmiller v. Dover Area School District, Conclusion (pages 136-138)
  24. ↑ 24.0 24.1 "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. Conclusion, Page 134 of 139
  25. ↑ 25.0 25.1 "To Debate or Not to Debate Intelligent Design?" by Gerald Graff, Inside Higher Ed, September 28, 2005.
  26. ↑ The Crusade Against Evolution, Evan Ratliff, October 2004, Wired magazine
  27. ↑ Teaching the Controversy: Darwinism, Design and the Public School Science Curriculum David K. DeWolf, Stephen C. Meyer, Mark E. DeForrest. Foundation for Thought and Ethics, October 1, 1999
  28. ↑ Ruling - context, pg. 32 Kitzmiller v. Dover Area School District.
  29. ↑ Battle on Teaching Evolution Sharpens Peter Slevin. Washington Post, March 14, 2005
  30. ↑ Forrest and Gross(2004) p206
  31. ↑ Turn out the lights, the "Teach the controversy" party’s over
  32. ↑ Creationism in 2001: A State-by-State Report People For the American Way. (PDF file)
  33. ↑ Intelligent Design Network.org
  34. ↑ Intelligent Design: Teach the Controversy? Dann P. Siems, Assistant Professor Biology & Integrative Studies, Bemidji State University
  35. ↑ NSTA Position Statement: The Teaching of Evolution
  36. ↑ Defending science education against intelligent design: a call to action American Society for Clinical Investigation, Journal of Clinical Investigation. 116:1134-1138 (2006)
  37. ↑ Context Ruling, Kitzmiller v. Dover Area School District. Pages 17-35
  38. ↑ Ruling, Kitzmiller v. Dover Area School District, Case No. 04cv2688. December 20, 2005
  39. ↑ Ruling, Whether ID Is Science, Kitzmiller v. Dover Area School District, Case No. 04cv2688. December 20, 2005
  40. ↑ Evolution’s Backers in Kansas Start Counterattack Ralph Blumenthal. The New York Times, August 1, 2006.
  41. ↑ How to Make Sure Children Are Scientifically Illiterate Lawrence M. Krauss. The New York Times, August 15, 2006.
  42. ↑ Chris Mooney (August 30, 2005). The Republican War on Science. Basic Books.
  43. ↑ "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." Intelligent Judging — Evolution in the Classroom and the Courtroom George J. Annas, New England Journal of Medicine, Volume 354:2277-2281 May 25, 2006
  44. ↑ 44.0 44.1 Show Me The Science Daniel C. Dennett. New York Times.
  45. ↑ Intelligent Design in Public School Science Curricula: A Legal Guidebook David K. DeWolf, Stephen C. Meyer, Mark E. DeForrest 1999, Foundation for Thought and Ethics.
  46. ↑ Father of intelligent design by Kim Minugh, Sacramento Bee, May 11, 2006
  47. ↑ 47.0 47.1 Ohio: Here We Go Again Richard B. Hoppe. The Panda's Thumb. July 6, 2006
  48. ↑ ID Legislation in Michigan Ed Brayton. Dispatches from the Culture Wars, June 7, 2006
  49. ↑ Kitzmiller v. Dover decision, p89
  50. ↑ Critical Analysis of Evolution is Not the Same as Teaching Intelligent Design Casey Luskin. Intelligent Design The Future, July 11, 2006.
  51. ↑ No one here but us Critical Analysis-ists... Nick Matzke. The Panda's Thumb, July 11, 2006
  52. ↑ Testimony, Aralene Callahan Kitzmiller v. Dover Area School District September 27, 2005
  53. ↑ Testimony, Julie Smith Kitzmiller v. Dover Area School District September 28, 2005
  54. ↑ Defending science education against intelligent design: a call to action Journal of Clinical Investigation 116:1134-1138 (2006). American Society for Clinical Investigation.
  55. ↑ "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."Ruling, conclusion: Effect of Board’s Actions on Plaintiffs, pg. 130 Kitzmiller v. Dover Area School District.
  56. ↑ Kitzmiller v. Dover Area School District, Ruling, Pages 124-130
  57. ↑ 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 names on the Web to that end.
  58. ↑ Dover gets a million-dollar bill Christina Kauffman. The York Dispatch, February 22, 2006
  59. ↑ Robertson: PA Voters Rejected God CBS News, November 11, 2005
  60. ↑ The Pennsylvania Controversy Phillip E. Johnson, Phillip Johnson's Weekly Wedge Update. June 11, 2001
  61. ↑ Icons of Evolution exposed on CNN Phillip E. Johnson, Phillip Johnson's Weekly Wedge Update. May 2001
  62. ↑ Passing the Torch Phillip E. Johnson, Phillip Johnson's Weekly Wedge Update. April 9, 2002
  63. ↑ "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." Ruling - whether ID is science, pg. 83 Kitzmiller v. Dover Area School District.
  64. ↑ Intelligent design group is just a religious front by Fred Barton, Lansing State Journal. September 11, 2005
  65. ↑ Battle on Teaching Evolution Sharpens By Peter Slevin Washington Post, March 14, 2005
  66. ↑ Politicized Scholars Put Evolution on the Defensive By Jodi Wilgoren, New York Times, August 21, 2005
  67. ↑ List of scientific societies rejecting intelligent design
  68. ↑ Ruling, Kitzmiller v. Dover page 83.
  69. ↑ Dixon, Thomas (2008). Science and Religion: A Very Short Introduction. Oxford: Oxford University Press. p. 102. ISBN 978-0-19-929551-7.
  70. ↑ Statement on Teaching Evolution National Association of Biology Teachers, 2004.
  71. ↑ One side can be wrong The Guardian. September 1, 2005.
  72. ↑ The Evolution Wars Claudia Wallis. TIME magazine. August 15, 2005.
  73. ↑ Battle on Teaching Evolution Sharpens Peter Slevin. Washington Post, March 14, 2005.
  74. ↑ New Rules Bill Maher. Real Time with Bill Maher, HBO, August 19, 2005.
  75. ↑ Meyer's Hopeless Monster Alan Gishlick, Nick Matzke, and Wesley R. Elsberry. TalkReason.org, 2005.
  76. ↑ Teach the Controversy Stephen C. Meyer. Cincinnati Enquirer, March 30, 2002.
  77. ↑ About the NCSE National Science Teachers Association
  78. ↑ Analysis of the Discovery Institute's "Bibliography of Supplementary Resources for Ohio Science Instruction" National Center for Science Education (PDF file)
  79. ↑ 79.0 79.1 Let's Be Intelligent About Darwin Elizabeth Nickson. Christianity.ca, February, 2004.
  80. ↑ Witness For The Prosecution, Darwin on Trial author brings together anti-Darwin coalition to bring down evolution Joel Belz. World Magazine, Volume 11, Number 28, p. 18. November 30, 1996.
  81. ↑ Defeating Darwinism by Opening Minds. Phillip E. Johnson. 1997. pp. 91-92
  82. ↑ Berkeley’s Radical An Interview with Phillip E. Johnson Touchstone Magazine interview, June 2002.
  83. ↑ Missionary Man, Rob Boston, Church & State, April 1999
  84. ↑ The "Wedge Document": So What? Discovery Institute.
  85. ↑ "Creation Conflict in Schools" National Center for Science Education.
  86. ↑ What is The Center for the Renewal of Science & Culture All About?
    The Mission of The Center for Renewal of Science & Culture
  87. ↑ The Wedge Breaking the Modernist Monopoly on Science Phillip E. Johnson. ARN.org.
  88. ↑ AAAS Dialogue on Science, Ethics, and Religion, 20 April 2006, Emmett Holman, Associate Professor of Philosophy from George Mason University, retrieved 2007-04-29
  89. ↑ Langen, Tom A. (2004). "What is right with ‘teaching the controversy’?". Trends in Ecology & Evolution 19 (3): 114–115. doi:10.1016/j.tree.2003.12.005. PMID 16701239.
  90. ↑ Baggini, Julian (2007-06-15). "Why we should learn Intelligent Design". Times Educational Supplement (TSL Education Ltd). Retrieved 2008-06-27.
  91. ↑ Sloman, Aaron. "Why scientists and philosophers of science should teach intelligent design (ID) alongside the theory of evolution". Retrieved 2008-06-27.

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