To the vast majority of the world's scientists, there is no debating it: Evolution is a thoroughly established theory and a foundation for all scientific knowledge. Yet for decades, many Americans—on local and state school boards, in legislatures, and among the general public—have opposed its teaching or, more recently, suggested that scientifically legitimate alternatives to it exist and should be included in the classroom. Education Week delivers in-depth reporting on the debate.
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State legislators are arguing that teachers have a right to raise doubts about that essential scientific theory as a matter of free speech.
May 14, 2008 – Education Week
Critics of evolution’s now officially enshrined place in Florida science classes are regrouping with a new line of argument.
March 26, 2008 – Education Week
In issuing a blistering, unequivocal decision declaring “intelligent design” to be illegitimate science, a federal judge in Pennsylvania may have provided an authoritative guide for school officials and science teachers seeking to defend the teaching of evolution, legal observers say.
January 4, 2006 – Education Week
The newly reconstituted Dover, Pa., school board appears ready to enforce a federal judge's ruling that forbids school officials in Dover to require that students be introduced to the concept of “intelligent design” in science class.
January 4, 2006 – Education Week
In a decision that could have broad implications for public schools across the country, a federal judge in Pennsylvania has ruled that “intelligent design” is not legitimate science, but rather an unconstitutional religious concept with direct ties to biblically based creationism.
December 20, 2005 – Education Week (Web)
The forces seeking to subject the theory of evolution to greater criticism tasted both victory and defeat last week. Kansas officials approved an overhaul of their state science standards to do just that, while voters in a rural Pennsylvania district ousted advocates of “intelligent design” from the school board the same day.
November 16, 2005 – Education Week
State standards for academic content vary enormously in how well they cover the topic of evolution, with many of those documents either ignoring or giving scant treatment to the core principles of that established scientific theory, an Education Week
November 9, 2005 – Education Week
After weeks of hearing “intelligent design” described as a combination of amateur science and religious belief, lawyers for the Dover school district are attempting to strike back, with the help of an academic scholar friendly to their cause.
October 18, 2005 – Education Week (Web)
The question of whether “intelligent design” amounts to legitimate science, pseudo-science, or religion masquerading as science is undergoing a potentially historic legal test, as a federal court here considers whether a public school district can require that students be exposed to the controversial concept.
October 5, 2005 – Education Week
Kenneth R. Miller is one of the country’s best-known biologists. He has written textbooks, authored many scientific articles and essays, and teaches at one of the nation’s most prestigious universities. And in his testimony during a closely scrutinized federal trial in Harrisburg, Pa., this week, he was unequivocal: “Intelligent design” is not science, and should not be presented as such in science classes.
September 30, 2005 – Education Week (Web)
Testimony on the third day of a closely watched trial on “intelligent design” spanned the history, philosophy, and definition of science, with an academic scholar offering his opinions on what intelligent design is—and what it is not.
September 29, 2005 – Education Week (Web)
The concept of “intelligent design” materialized in the Dover school district only after board members spoke openly about the need to insert Christian religious beliefs into science classes, plaintiffs testified here in a landmark lawsuit.
September 28, 2005 – Education Week (Web)
As the nationwide debate over attempts to bring intelligent design into public school classes has grown increasingly polarized, Bernadette Reinking and Dover CARES seem intent on conveying a centrist message to voters. Her group supports allowing discussion of intelligent design—in social studies, comparative religion, or similar classes, not as a biology lesson.
June 15, 2005 – Education Week