After the failure of Intelligent Design to survive a legal test of its constitutionality in the classroom (Kitzmiller v Dover) the creationist movement evolved new strategies. These call for teaching the “strengths and weaknesses of evolution” or engaging students in a “critical analysis of evolution.” These strategies are, of course, creationism in disguise. In lieu of Dover-like policies promoting the teaching of Intelligent Design, the Discovery Institute has provided model legislation for states to promote these approaches. This “Academic Freedom Act” legislation has popped up in several states already, and reflects creationism du jour.

[Dr. Scott's talk is part of the symposium, “Darwin: the man, his science, and his legacy,” sponsored by the University of California Museum of Paleontology and lasting from 9:00am to 4:00pm]