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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:
In the opening section of his recent essay "Three Questions for America" (published in the September 21, 2006, issue of The New York Review of Books), the eminent legal scholar Ronald Dworkin answers the question "Should alternatives to evolution be taught in schools?" with a decisive no.
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.
Challenges to evolution education occur in informal learning environments as well as the public schools, as "Muddling science at parks and museums," published in the August 2006 issue of Geotimes, reiterates:
As reported in the December 2005 Geotimes, some parks and museums have stepped up to the task to make evolution understandable, so as not to be confused with religious beliefs such as 'intelligent design,' which holds that the complexity of life is evidence that somet
Two days after the Chronicle of Higher Education broke the story about the absence of evolutionary biology from a list of college majors eligible for a federal grant, both New Scientist and The New York Times have provided further details.
"Like a gap in the fossil record, evolutionary biology is missing from a list of majors that the U.S. Department of Education has deemed eligible for a new federal grant program designed to reward students majoring in engineering, mathematics, science, or certain foreign languages," the Chronicle of Higher Education (August 22, 2006) reports.
In his op-ed column for The New York Times (August 15, 2006), Lawrence M.
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