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Hundreds of Christian churches all over the country are taking part in Evolution Sunday, February 12, 2006. Michael Zimmerman, the initiator of the project, writes, "For far too long, strident voices, in the name of Christianity, have been claiming that people must choose between religion and modern science. More than 10,000 Christian clergy have already signed The Clergy Letter demonstrating that this is a false dichotomy.
In a statement released on December 6, 2005, the National Council of Jewish Women expressed its opposition to "the current campaign to add intelligent design to public school curricula and classrooms and to denigrate the teaching of evolution." NCJW is a volunteer organization, inspired by Jewish values, that works to improve the quality of life for women, children, and families and to ensure individual rights and freedoms for all through its network of 90,000 members, supporters, and volunteers nationwi
In the seemingly endless stream of articles on challenges to evolution education from across the country, recent stories from California Schools, New York's Newsday, the Chicago Tribune, and the Baltimore Sun especially deserve a read.
L.A. Theatre Works's drama The Great Tennessee Monkey Trial, based on the original trial transcripts from the Scopes trial, is now on a twenty-three city tour, playing at major universities, colleges, and civic performing arts centers across the country. With a script by Peter Goodchild, the play was originally broadcast by LATW in 1992; the current production, directed by Gordon Hunt, commemorates the eightieth anniversary of the Scopes trial.
In a position statement issued on September 20, 2005, the American Phytopathological Society endorsed the American Association for the Advancement of Science's "Board Resolution on Intelligent Design Theory" (issued in 2002), which declared that "the lack of scientific warrant for so-called 'intelligent design theory' makes it improper to include as a part of science education." The APS explained, "There are two reaso
American Astronomical Society Supports the Teaching of Evolution in United States Science Classes and States that "Intelligent Design" is Non-Scientific and Should not be Taught to the Nation's Children
Chris Mooney and Matthew C. Nisbet's "Undoing Darwin" -- the cover story of the September/October 2005 issue of Columbia Journalism Review -- is essential reading for anyone bemused by the spate of media coverage of the creationism/evolution controversy.
At its meeting on September 2, 2005, the Utah state board of education unanimously adopted a position statement that described evolution as "a major unifying concept in science and appropriately included in Utah's K-12 Science Core Curriculum." The statement, according to the Deseret Morning News (September 3, 2005), was prepared at the behest of board chairman Kim Burningham "by a group of 22 scientists, professors and community members, including members of the Coalition of Minoritie
A major three-part series in The New York Times, running August 21-23, 2005, was devoted to the ongoing evolution/creationism struggle in the political, the scientific, and the religious sphere. Accompanying the series in addition were a William Safire "On Language" column investigating the etymology of "intelligent design" and "neo-creo" and a marvelous editorial column by Verlyn Klinkenborg on deep time and evolution.
In a press release issued on August 15, 2005, the 2005 executive committees of the American Society of Agronomy (ASA), the Crop Science Society of America (CSSA), and the Soil Science Society of America (SSSA), announced a shared position statement on the teaching of evolution, adopted on August 11.