As anthropologists studying science and its cultural contexts, the scholarly work of CASTAC members has often provided analyses of scientific authority in both professional and public life. Recently public schools teaching the theory of evolution have found their curricula challenged by groups who dispute evolution's scientific status, and thus attempt to censor or diminish its place in science education. From the viewpoint of our profession, all scientific theories are products of criticism, re-evaluation and revision by scientific communities. The theory of evolution is not uniquely subject to this critical process. The evidence supporting the theory of evolution is just as strong as the evidence for the existence of sub-atomic particles, the structure of the solar system, or the function of the immune system.
CASTAC encourages public education about the social dynamics of science, including scientific controversies. Many of these controversies have a legitimate role in the science education classroom: global warming, pesticide damage, genetic manipulation, and so on. All of the legitimate controversies concern testable knowledge of natural phenomena (that is, the physical and biological systems of nature as well as technology and culture). "Intelligent Design" (and ideas like it) do not contribute to legitimate scientific controversies: they fail to meet scientific standards since they posit causes that are outside the realm of natural phenomena, and attempt to substitute scientific effort and debate with asserted belief systems for which there can be no test or empirical debate. CASTAC supports the right of public school teachers to convey the scientific community's knowledge in all fields, including that of evolution, without censorship or qualification.