Not in our classrooms: why intelligent design is wrong for our schools

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Beacon Press,
Pub. Date:
1st ed.
The book . . . is an excellent resource to deal with the attack on evolution, which is a surrogate, and indeed a wedge, for a wide-ranging crusade against the scientific integrity of the public education system in America."--Rev. Barry W. Lynn from the Foreword More than eighty years after the Scopes trial, creationism is alive and well. Through local school boards, sympathetic politicians, and well-funded organizations, a strong movement has developed to encourage the teaching of the latest incarnation of creationism-intelligent design-as a scientifically credible theory alongside evolution in science classes. Although intelligent design suffered a serious defeat in the recent Kitzmiller v. Dover trial, its proponents are bound to continue their assault on evolution education. Now, in Not in Our Classrooms , parents and teachers, as well as other concerned citizens, have a much-needed tool to use in the argument against teaching intelligent design as science. Where did the concept of intelligent design originate? How does it connect with, and conflict with, various religious beliefs? Should we teach the controversy itself in our science classrooms? In clear and lively essays, a team of experts answers these questions and many more, describing the history of the intelligent design movement and the lack of scientific support for its claims. Most importantly, the contributors-authorities on the scientific, legal, educational, and theological problems of intelligent design-speak specifically to teachers and parents about the need to defend the integrity of science education by keeping intelligent design out of science curriculums. A concluding chapter offers concrete advice for those seeking to defend the teaching of evolution in their own communities. Not in Our Classrooms is essential reading for anyone concerned about defending the teaching of evolution, uncompromised by religiously motivated pseudoscience, in the classrooms of our public schools.
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Grouping Information

Grouped Work ID5879fea1-97b2-b3bd-82ad-2b1f2300ce18
Grouping Titlenot in our classrooms why intelligent design is wrong for our schools
Grouping Authoreugenie c scott and glenn branch
Grouping Categorybook
Last Grouping Update2020-01-04 01:21:46AM
Last Indexed2020-01-22 03:59:20AM

Solr Details

auth_author2Branch, Glenn.
Scott, Eugenie Carol, 1945-
author2-roleBranch, Glenn.
Scott, Eugenie Carol,1945-
available_at_englewoodEnglewood Public Library
detailed_location_englewoodEPL Non-Fiction
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ils:.b26759652.i74662120EPL Non-Fiction231.7 NOT1falsefalseOn Shelfepnf
itype_englewoodAdult book
literary_formNon Fiction
literary_form_fullNon Fiction
local_callnumber_englewood231.7 NOT
owning_library_englewoodEnglewood Public Library
owning_location_englewoodEnglewood Public Library
Bib IdFormatFormat CategoryEditionLanguagePublisherPublication DatePhysical Description
ils:.b26759652BookBooks1st ed.EnglishBeacon Press, [2006]171 pages ; 22 cm.
Bib IdItem IdGrouped StatusStatusLocally OwnedAvailableHoldableBookableIn Library Use OnlyLibrary OwnedHoldable PTypesBookable PTypesLocal Url
ils:.b26759652.i74662120On ShelfOn Shelffalsetruetruefalsefalsetrue48, 49, 50, 46, 47
subject_facetCreationism -- Study and teaching
Evolution (Biology) -- Study and teaching
Evolution -- Study and teaching
Intelligent design (Teleology) -- Study and teaching
Religion and science
title_displayNot in our classrooms : why intelligent design is wrong for our schools
title_fullNot in our classrooms : why intelligent design is wrong for our schools / edited by Eugenie C. Scott and Glenn Branch
title_shortNot in our classrooms
title_subwhy intelligent design is wrong for our schools
Evolution (Biology)
Intelligent design (Teleology)
Religion and science
Study and teaching