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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.
The American Society for Microbiology -- the world's largest scientific society of individuals interested in the microbiological sciences, with over 43,000 members in the United States and abroad -- recently issued a strong policy statement discussing the scientific basis for evolution.
Back in 2004, the American Institute of Biological Sciences and the Biological Sciences Curriculum Study organized a well-attended and well-received two-day symposium on evolutionary science and society at the annual meeting of the National Association of Biology Teachers. In 2005, the proceedings of the symposium were published as Evolutionary Science and Society: Educating a New Generation, edited by Joel Cracraft and Rodger W. Bybee.
"A smart battle against intelligent design" appears in the fall 2006 issue of Paradigm Magazine, published by the Whitehead Institute for Biological Research, a leading biomedical research and educational organization in Cambridge, Massachusetts. Despite the victory in Kitzmiller v. Dover, Carol Cruzan Morton reports in her article, "the battle against creationism needs a steady stream of recruits," especially from scientists themselves. NCSE's executive director Eugenie C.
The New York Academy of Sciences presented a two-day conference on "Teaching evolution and the nature of science" in April 2006, aimed at answering such questions as: What are the basic tenets of the concept of evolution and how does understanding evolution play an essential role in comprehending science, and in particular, modern biology? How can science educators from elementary schools to college campuses respond to challenges from those who claim that intelligent design is as valid a theory as evolution?
People for the American Way recently unveiled its on-line toolkit for students and parents whose public school science curriculum is under attack. PFAW writes: