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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.
In a press release issued on August 9, 2006, the American Association for the Advancement of Science announced the publication of The Evolution Dialogues, written by Catherine Baker and edited by James B. Miller. As the book's prologue notes, "there are deep misunderstandings about what biological evolution is, what science itself is, and what views people of faith, especially Christians, have applied to their interpretations of the science.
A strong position statement supporting the teaching of evolution and opposing the teaching of "intelligent design" was issued by Research!America, which describes itself as "the nation's largest not-for-profit public education and advocacy alliance working to make research to improve health a higher national priority." The statement reads:
Research!America supports the scientific community's unanimous position that intelligent design does not meet the criteria of a scientific c
A brief story in Nature lists [Link broken] the top five science blogs -- "those written by working scientists covering scientific issues" -- by popularity, including P. Z. Myers's Pharyngula and the collectively authored The Panda's Thumb, both of which provide a wealth of information and commentary on the creationism/evolution debate.
Writing in the July 2006 issue of Physics Today, Murray Peshkin describes his experiences in speaking to small groups -- "service clubs such as Rotary, high-school and college students of science and science journalism, a school-based community event, a League of Women Voters chapter, a Unitarian church, and a microscopy club" -- about science, religion, and evolution education. "The response to my talks has been almost uniformly positive," he reports.
On May 10, 2006, Brian Alters delivered a lecture on "Evolution and Education" in the National Institute of Health's Evolution and Medicine lecture series, presented by the National Institute of General Medical Sciences, the Office of Science Education, and the National Human Genome Research Institute. His lecture is now available on-line to view in RealPlayer format.
Featured in the May 25, 2006, issue of the New England Journal of Medicine is George J. Annas's article "Intelligent Judging -- Evolution in the Classroom and the Courtroom." Annas distinguishes three waves of activity seeking "to banish or marginalize the teaching of evolution" in the public schools: attempts to ban the teaching of evolution, attempts to teach "creation science" alongside evolution, and attempts to teach "intelligent design" alongside evolution.
The National Council of Churches Committee on Public Education and Literacy recently issued a statement (PDF) on "Science, Religion, and the Teaching of Evolution in Public School Classes," intended "to assist people of faith who experience no conflict between science and religion and who embrace science as one way of appreciating the beauty and complexity of God's creation" as they consider the issues surrounding the teaching of evolution. The statement addresses four questions: "What is science?