Intelligent Design's Trajectory After Dover
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Understanding the Intelligent Design Creationist Movement: Its True Nature and Goals
UNDERSTANDING THE INTELLIGENT DESIGN CREATIONIST MOVEMENT: ITS TRUE NATURE AND GOALS A POSITION PAPER FROM THE CENTER FOR INQUIRY OFFICE OF PUBLIC POLICY AUTHOR: BARBARA FORREST, Ph.D. Reviewing Committee: Paul Kurtz, Ph.D.; Austin Dacey, Ph.D.; Stuart D. Jordan, Ph.D.; Ronald A. Lindsay, J. D., Ph.D.; John Shook, Ph.D.; Toni Van Pelt DATED: MAY 2007 ( AMENDED JULY 2007) Copyright © 2007 Center for Inquiry, Inc. Permission is granted for this material to be shared for noncommercial, educational purposes, provided that this notice appears on the reproduced materials, the full authoritative version is retained, and copies are not altered. To disseminate otherwise or to republish requires written permission from the Center for Inquiry, Inc. Table of Contents Section I. Introduction: What is at stake in the dispute over intelligent design?.................. 1 Section II. What is the intelligent design creationist movement? ........................................ 2 Section III. The historical and legal background of intelligent design creationism ................ 6 Epperson v. Arkansas (1968) ............................................................................ 6 McLean v. Arkansas (1982) .............................................................................. 6 Edwards v. Aguillard (1987) ............................................................................. 7 Section IV. The ID movement’s aims and strategy .............................................................. 9 The “Wedge Strategy” ..................................................................................... -
Discussion & Study Guide
DISCUSSION & STUDY GUIDE By Ryan Huxley COURTESY OF Table of Contents Introduction ..................................................................................................................................... 3 Chapter 1: The Cambrian Explosion............................................................................................... 4 Chapter 2: Darwin’s Dilemma ........................................................................................................ 7 Chapter 3: Chinese Fossils ............................................................................................................ 11 Chapter 4: The Phyla .................................................................................................................... 16 Chapter 5: Biological Information ................................................................................................ 19 Answers......................................................................................................................................... 25 Chapter 1: The Cambrian Explosion..................................................................................... 25 Chapter 2: Darwin’s Dilemma .............................................................................................. 27 Chapter 3: Chinese Fossils .................................................................................................... 30 Chapter 4: The Phyla ............................................................................................................ 35 Chapter -
A Threat to Geoscience Education: Creationist Anti-Evolution Activity in Canada Jason R
Document generated on 10/02/2021 4:16 p.m. Geoscience Canada A Threat to Geoscience Education: Creationist Anti-Evolution Activity in Canada Jason R. Wiles Volume 33, Number 3, September 2006 Article abstract The rejection of biological and geological evolution is a pervasive problem in URI: https://id.erudit.org/iderudit/geocan33_3com01 science education. Recent events in the United States have brought anti-evolution activity to the forefront in media coverage of science education, See table of contents but Canadians are often unaware that such creationist, anti-evolution activity is present in Canada as well. In this article, various foreign and Canadian-based anti-evolution efforts that threaten biology and geoscience education are Publisher(s) discussed. These creationist organizations and their activities may adversely influence Canadian science curricula and public understanding of evolution The Geological Association of Canada and science in general. ISSN 0315-0941 (print) 1911-4850 (digital) Explore this journal Cite this article Wiles, J. R. (2006). A Threat to Geoscience Education: Creationist Anti-Evolution Activity in Canada. Geoscience Canada, 33(3), 135–140. All rights reserved © The Geological Association of Canada, 2006 This document is protected by copyright law. Use of the services of Érudit (including reproduction) is subject to its terms and conditions, which can be viewed online. https://apropos.erudit.org/en/users/policy-on-use/ This article is disseminated and preserved by Érudit. Érudit is a non-profit inter-university consortium of the Université de Montréal, Université Laval, and the Université du Québec à Montréal. Its mission is to promote and disseminate research. -
Annual Meeting & Exposition Annual
Vol. 9, No. 6 June 1999 GSA TODAY A Publication of the Geological Society of America 1999 Annual Meeting & Exposition Colorado ConvenConventiontion CenterCenter HyattHyatt RegencyRegency HotelHotel MarriottMarriott CityCity CenterCenter HotelHotel OctoberOctober 25–28,25–28, 19991999 Denver,Denver, ColoradoColorado Table of Contents Crossing Divides Abstracts with Programs . 32 Convenience Information . 26 Employment Service . 22 World Wide Web Exhibits . 20 Visit the GSA Web site to obtain more details and to get the latest information on the Annual Meeting. Field Trips . 13 www.geosociety.org Graduate School Information Forum . 23 Guest Activities . 24 Deadlines Hot Topics at Noon . 9 Abstracts due July 12 Housing . 28 Preregistration and Housing due September 17 (forms(forms enclosed)enclosed) How to Submit Your Abstract . 12 Institute for Earth Science and the Environment . 22 For More Information Call: (303) 447-2020 or 1-800-472-1988 International Program . 6 Call: (303) 447-2020 or 1-800-472-1988 Fax: 303-447-0648 K–16 Education Program . 18 E-mail: [email protected] Membership . 30 Web: www.geosociety.org Registration . 30 Short Courses . 16 Cover photos by John A. Karachewski: Large photo shows the Special Events . 23 Continental Divide—Sawatch Range, Collegiate Peaks Wilderness, Special Programs . 22 Colorado; small photo taken near James Peak, Colorado Technical Program . 3 Travel . 25 Crossing Divides Annual Meeting Committee General Co-Chairs: Mary Kraus, David Budd, University of Colorado Technical Program Co-Chairs: -
Recommendations and Guidelines, the Incorporation of Results of Current Crustal Evolution Studies Into K-12 Curricula
DOCUMENT RESUME 1D 104 664 SE 018 772 AUTHOR Stoever, Edward C., Jr. TITLE Recommendations and Guidelines, The Incorporation of Results of Current Crustal Evolution Studies into K-12 Curricula. A Report of the National Association of Geology Teachers Conference on K-12 Crustal Evolution EducatioL (Western Hilli State-Lodge, Oklahoma, September 16-18, 1974) . INSTITUTION National Association of Geology Teachers. SPONS AGENCY National Science Poundation, Washington, D.C. PUB DATE Jan 75 NOTE 53p. EDRS PRICE NF -$0.76 HC-$3.32 PLUS POSTAGE DESCRIPTORS Conference Reports; *Curriculum Development; Curriculum Guides; *Earth Science; Elementary Education; Elementary Secondary Education; Geology; *Science Education; Secondary Education; Teaching Guides ABSTRACT The National Association of Geology Teachers (NAGT) .conducted an assessment of -the impliCations of current-studies encompassing the theories of continental drift, polar wandering, sea-floor spreading, and plate tectonics to K-12 education, and presented in this document recommendation's for the incorporation of these concepts into school curricula. A detailed description of tie. current status of crustal evolution " studies is presented. Conclusions drawn at the conference indicate the desirability of incorporation of -these topics, as well as the feasibility of the incorporation. Recommendations show grades six through ten as primary targets. An organizational scheme is presented, as are charts shoving how new information, ideas, and materials would be processed for classroom use. Suggestions for preparatibn of curriculum materials and introductory teacher materials are suggested.- The appendices include a list of conference participants, a pre-conference report,an exaiple of-a lesson activity, suggested lesson activity topics, and suggested teacher resource book contents. -
Intelligent Design Creationism and the Constitution
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Washington University St. Louis: Open Scholarship Washington University Law Review Volume 83 Issue 1 2005 Is It Science Yet?: Intelligent Design Creationism and the Constitution Matthew J. Brauer Princeton University Barbara Forrest Southeastern Louisiana University Steven G. Gey Florida State University Follow this and additional works at: https://openscholarship.wustl.edu/law_lawreview Part of the Constitutional Law Commons, Education Law Commons, First Amendment Commons, Religion Law Commons, and the Science and Technology Law Commons Recommended Citation Matthew J. Brauer, Barbara Forrest, and Steven G. Gey, Is It Science Yet?: Intelligent Design Creationism and the Constitution, 83 WASH. U. L. Q. 1 (2005). Available at: https://openscholarship.wustl.edu/law_lawreview/vol83/iss1/1 This Article is brought to you for free and open access by the Law School at Washington University Open Scholarship. It has been accepted for inclusion in Washington University Law Review by an authorized administrator of Washington University Open Scholarship. For more information, please contact [email protected]. Washington University Law Quarterly VOLUME 83 NUMBER 1 2005 IS IT SCIENCE YET?: INTELLIGENT DESIGN CREATIONISM AND THE CONSTITUTION MATTHEW J. BRAUER BARBARA FORREST STEVEN G. GEY* TABLE OF CONTENTS ABSTRACT ................................................................................................... 3 INTRODUCTION.................................................................................................. -
Eugenie Scott
Expert Witness Statement by Eugenie C. Scott Contents: 1. Qualifications as an Expert Witness 2. The Nature of Science 3. The Scientific Meaning of “Theory” and “Fact” 4. History of the Creationism/Evolution Controversy Definitions: evolution, creationism, creation science Fundamentalism; Banning Evolution Creation Science “Evidence Against Evolution” and Creation Science Evolution of Creation Science Into Intelligent Design “Theory Not Fact” Policies Are Promoted By Creationists to Denigrate Evolution and Advance Creationism 5. History of Creationism in Georgia 6. History of Creationism in Cobb County 7. “Theory Not Fact” Policies are Pedagogically Harmful Respectfully submitted: Date: November 17, 2006 _________________________ Eugenie C. Scott, Ph.D., D.Sc. 420 40th St #2 Oakland, CA 94609 1. Qualifications My name is Eugenie C. Scott. My curriculum vitae is attached to this Declaration as Exhibit A. I have a Ph.D. in physical anthropology from the University of Missouri and honorary doctorates (D.Sc.) from McGill University, Ohio State University, and Mt. Holyoke College. In December 2006, I will receive an honorary doctorate from the University of Wisconsin-Milwaukee, and in May 2007, from Rutgers University. I am the Executive Director of the National Center for Science Education (NCSE) in Oakland, California. NCSE is a nonprofit membership organization of scientists and others that defends the teaching of evolution in the public schools. NCSE is affiliated with the American Association for the Advancement of Science. The NCSE monitors the creationism/evolution controversy and maintains an archive of information on the recent history of the controversy, including materials relevant to the history of the creationism/evolution controversy in Cobb County. -
A Geochemist in His Garden of Eden
A GEOCHEMIST IN HIS GARDEN OF EDEN WALLY BROECKER 2016 ELDIGIO PRESS Table of Contents Chapter 1 Pages Introduction ................................................................................................................. 1-13 Chapter 2 Paul Gast and Larry Kulp ......................................................................................... 14-33 Chapter 3 Phil Orr...................................................................................................................... 34-49 Chapter 4 230Th Dating .............................................................................................................. 50-61 Chapter 5 Mono Lake ................................................................................................................ 62-77 Chapter 6 Bahama Banks .......................................................................................................... 78-92 Chapter 7 Doc Ewing and his Vema ........................................................................................ 93-110 Chapter 8 Heezen and Ewing ................................................................................................ 111-121 Chapter 9 GEOSECS ............................................................................................................. 122-138 Chapter 10 The Experimental Lakes Area .............................................................................. 139-151 Table of Contents Chapter 11 Sea Salt ................................................................................................................. -
Alleged Scientific Opposition to Evolution
Evolution Features Alleged scientific opposition to evolution Nick Matzke (University of California, Berkeley) Biological evolution — descent with modification — became generally accept- from chemical precursors through chemical laws. Explore Evo- ed in the scientific community in the same fashion as all other major theories, lution blithely cites Schwabe as if this bizarre view was a serious i.e. it survived repeated testing against research data. Creationists, especially contender in the scientific community. Schwabe’s most surpris- creationists who support the notion of ‘intelligent design’, are so desperate for ing molecular incongruency was his finding of pig relaxin in this kind of secular credibility that they will trumpet any quote, citation, or scien- tunicates, but this finding has not been replicated in the Ciona tist that can be interpreted or misinterpreted as authoritative dissent from the genome and thus was probably due to contamination. Michael mainstream evolutionary theory. This occurs whether or not the cited authority Denton’s 1985 book Evolution: A Theory in Crisis assembled is actually dissenting, or is actually an authority. In an almost automaton-like quote-mines and misunderstandings in support of the conten- Downloaded from http://portlandpress.com/biochemist/article-pdf/31/1/23/4256/bio031010023.pdf by guest on 25 September 2021 fashion, creationists compile collections of such ‘authorities’ and deploy them in tion that evolution was about to collapse and be replaced by a an attempt to convince school boards, teachers, students, and eventually judges typological view of biology. For example, Denton thought that that there is scientific ‘controversy’ over evolution. on evolutionary theory, frog sequences should be intermediate between fish and mammal sequences, not realizing that living The most spectacular recent example is a 2007 supplemental textbook for high-school biology fish have been evolving for just as long as living frogs and mam- classes, misleadingly entitled Explore Evolution: the Arguments for and Against Neo-Darwinism. -
Measuring and Understanding Public Opinion on Human Evolution
Measuring and Understanding Public Opinion on Human Evolution A dissertation submitted to the Graduate School of the University of Cincinnati in partial fulfillment of the Requirements for the degree of Doctor of Philosophy in the Department of Political Science of the College of Arts and Sciences by Misook Gwon, M.A. Political Science, University of Cincinnati December 2012 Committee Chair: Stephen T. Mockabee, PhD ABSTRACT The theory of evolution has long generated controversy in American society, but Americans‘ attitudes about human evolution are often neglected in studies of ―culture wars‖ and the nature of mass belief systems more generally (Berkman and Plutzer 2010; Freeland and Houston 2009). Gallup and other survey organizations have polled about evolution, but offered limited response categories that mask complexity in public opinion (Bishop 2006; Moore 2008). The main problems concerning the leading survey questions about evolution are: first, questions measure only a single dimension, thus they ignore the potential for multidimensionality in people‘s attitudes. Second, depending on question wording and response options, the results of public opinion surveys vary by polling groups. This is an example of measurement error which misleads the interpretation and impression of American public opinion on the origin of humankind. A number of studies have analyzed Americans‘ beliefs about evolution and hypothesized about the influential effects of several factors (Deckman 2002; Mazur 2005; Mooney 2005; Miller et al. 2006; Newport 2006; Forrest 2007; Nisbet and Goidel 2007; Scott 2009). However, there remains a lack of complete understanding of what Americans know and believe about human evolution. Given the salience of this issue and the significant influence of public opinion on policy-making in America (Page and Shapiro 1992; Stimson 2004; Newport 2004), the measurement error and explanation of polling results on controversial issues related to this topic are in need of clarification. -
Interview with Glenn Branch
Interview with Glenn Branch Interview with Glenn Branch 1 Heslley Machado Silva 1Centro Universitário de Formiga (UNIFOR-MG) Glenn Branch is the deputy director of the National Center for Science Education, where his work involves organizing resistance to attempts to undermine the teaching of socially but not scientifically controversial topics, such as evolution and climate change. He received the Evolution Education Award for 2020 from the National Association of Biology Teachers. He has written extensively about evolution and climate education, and threats to them, for scholarly journals, reference works, and popular magazines: his “The latest face of creationism,” written with Eugenie C. Scott, was translated as “Manobras mais recentes do criacionismo,” Scientific American Brasil 2009; 81: 82– 89. With Scott, he edited Not In Our Classrooms: Why Intelligent Design is Wrong For Our Schools (2006). Branch is currently also coordinating NCSE’s survey research program, which recently produced a major publication: Eric Plutzer, Glenn Branch, and Ann Reid, “Teaching evolution in U.S. public schools: A continuing Photograph: Bob Melton challenge,” Evolution: Education and Outreach 2020; 13(14). 6| P á g i n a Conexão Ci. | Formiga/MG | Vol. 15 | Nº 4 |p. 6-5 | 2020 Interview with Glenn Branch 1. Tell us a little about the role of the [intelligent design] cannot uncouple itself from its National Center for Science Education, the non- creationist, and thus religious, antecedents.” The governmental organization (NGO) in the USA intelligent design movement never really recovered where you work. What is its scope? from the blow. In the wake of Kitzmiller v. Dover, attacks on evolution in public education have NCSE was founded in the early 1980s, to serve increasingly eschewed calling for creationism to be as a national resource for grassroots organizations taught, instead favoring the strategy of belittling resisting the attempts to impose creation science— evolution. -
Finding Shared Values in a Diverse Society: Lessons from the Intelligent Design Controversy
FINDING SHARED VALUES IN A DIVERSE SOCIETY: LESSONS FROM THE INTELLIGENT DESIGN CONTROVERSY Alan E. Garfield∗† If we are to be as a shining city upon a hill, it will be because of our ceaseless pursuit of the constitutional ideal of human dignity.1 INTRODUCTION American society is destined to become dramatically more diverse over the course of this century. The Census Bureau estimates that non- Hispanic Whites will constitute less than half the population by mid- century2 and that foreign-born residents already outnumber the entire population of Canada.3 Although the Census Bureau does not track people’s religious affiliation,4 other surveys indicate that America is also ∗. Professor of Law, Widener University School of Law. This Article is a product of my work as the 2005–2007 H. Albert Young Fellow in Constitutional Law and was originally presented as the 2007 H. Albert Young Lecture at Widener University School of Law on April 25, 2007. †. I am grateful to the Young Foundation for its generous support of my scholarship, and to Erin Daly, Michael Goldberg, Stephen Henderson, Patrick Kelly, Laura Ray, and John Wladis for their valuable comments on earlier versions of this work. 1. Justice William J. Brennan, Jr., Address at the Georgetown University Text and Teaching Symposium (Oct. 12, 1985), in THE GREAT DEBATE: INTERPRETING OUR WRITTEN CONSTITUTION 11, 25 (2005 ed.), available at http://www.fed-soc.org/resources/id.50/default.asp. 2. Press Release, U.S. Census Bureau, An Older and More Diverse Nation by Midcentury (Aug. 14, 2008), available at http://www.census.gov/Press-Release/www/releases/archives/population/012496.html.