In the opening section of his recent essay "Three Questions for America" (published in the September 21, 2006, issue of The New York Review of Books), the eminent legal scholar Ronald Dworkin answers the question "Should alternatives to evolution be taught in schools?" with a decisive no.
There is concern again about the resurgence of attempts to undermine the treatment of evolution in the state science standards in Ohio.
On September 5, 2006, Nature Reviews Microbiology, one of the leading journals in its field, released "From The Origin of Species to the origin of bacterial flagella" in advance online publication form (PDF; subscription required). The article, by Mark J. Pallen of the University of Birmingham and Nicholas J.
The Federation of American Societies for Experimental Biology, which is composed of twenty-two scientific organizations representing over 84,000 members, issued a public policy statement on the teaching of evolution on December 20, 2005 -- coincidentally, the same day in which teaching "intelligent design" was ruled to be unconstitutional in Kitzmiller v. Dover.
Challenges to evolution education occur in informal learning environments as well as the public schools, as "Muddling science at parks and museums," published in the August 2006 issue of Geotimes, reiterates:
As reported in the December 2005 Geotimes, some parks and museums have stepped up to the task to make evolution understandable, so as not to be confused with religious beliefs such as 'intelligent design,' which holds that the complexity of life is evidence that somet