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According to a March 1, 2007, press release from the American Psychological Association, "the Council of Representatives of the American Psychological Association has adopted a resolution opposing the teaching of intelligent design as scientific theory and stating that teaching intelligent design as science undermines the quality of both science education and science literacy."
The Alliance for Science -- a non-profit organization which seeks "to heighten public understanding and support for science and to preserve the distinctions between science and religion in the public sphere" -- is holding a contest:
Why would I want my doctor to have studied evolution? If you are a high school student in the United States, we want to hear your answer to that question.
NCSE's executive director Eugenie C. Scott, along with nine science teachers who have been on the front lines of the evolution wars, is receiving the American Association for Advancement of Science's 2006 Award for Scientific Freedom and Responsibility.
Writing in the Quarterly Review of Biology (March 2007, vol. 82, no. 1, pp. 3-8), Elliott Sober answers the question, "What is wrong with intelligent design?" in a particularly clear and informative way.
Writing in the Los Angeles Times (February 12, 2007), Edward Humes commemorated Darwin Day by addressing the pervasive misunderstanding of evolution by the public. "There are really two theories of evolution," he explains. "There is the genuine scientific theory, and there is the talk-radio pretend version, designed not to enlighten but to deceive and enrage. ...
Only a month remains before Darwin Day! Colleges and universities, schools, libraries, museums, churches, civic groups, and just plain folks across the country -- and the world -- are preparing to celebrate Darwin Day, on or around February 12, in honor of the life and work of Charles Darwin. These events provide a marvelous opportunity not only to celebrate Darwin's birthday but also to engage in public outreach about science, evolution, and the importance of evolution education.
Public Employees for Environmental Responsibility -- "a national non-profit alliance of local, state and federal scientists, law enforcement officers, land managers and other professionals dedicated to upholding environmental laws and values" -- is charging the National Park Service with stalling on a promised review of a creationist book sold at the bookstores at Grand Canyon National Park.
The historian of creationism Ronald L. Numbers was interviewed (free site pass required) by Salon (January 2, 2007). His interviewer, Steve Paulson, summarizes: "Numbers says much of what we think about anti-evolutionism is wrong. For one thing, it's hardly a monolithic movement. There are, in fact, fierce battles between creationists of different stripes.
In a statement (PDF) issued on October 18, 2006, the American Sociological Association took a strong stand for the integrity of science education, describing evolution as "a central organizing principle of the biological sciences that is based upon overwhelming empirical evidence from various scientific disciplines." The statement observes, "Efforts to qualify, limit, or exclude the teaching of biological evolution in U.S.