The American Association for the Advancement of Science, the world's largest general scientific organization, recently announced the top ten key science and technology policy issues to emerge in 2002. Among them:
5) INTELLIGENT DESIGN--NOT SMART FOR SCIENCE CLASSES:
Over seventy-five years after the Scopes trial, the controversy over the teaching of creationism in the public schools continues unabated. On the front lines of the controversy is the National Center for Science Education — NCSE — the only organization entirely devoted to defending the teaching of evolution in the public schools. Among the tools that NCSE provides for those wishing to defend the teaching of evolution is its publication Voices for Evolution, published first in 1989 and then in a revised edition in 1995.
Stating some of the same criticisms NCSE has raised about Intelligent Design, Carl Wieland of the young-earth creationist organization Answers in Genesis (AiG), criticizes the ID movement for not having a “‘story of the past” – of lacking a coherent narrative of “what happened”, and focusing only on the mechanism (of natural selection.) As Wieland points out, “if the origins debate is not about a ‘story of the past’, what is it about?” The reason for the lack of a coherent position on “what happened” is “a necessity, because they do not agree within themselves on a st
by Eugenie C. Scott
Dear Ohio Citizens for Science,
Well, you did it.
On December 12 the Louisiana Board of Elementary and Secondary Education (BESE) voted 7-3 not to require biology textbooks to include an evolution "disclaimer". Opponents of evolution education had proposed that Louisiana require a version of the disclaimer placed in all Alabama biology texts since 1996. Alabama remains the only state with such a requirement.