New Eugenie Scott book "Not in our classrooms"
Not in Our Classrooms: Why Intelligent Design Is Wrong for Our Schools
Publisher linkNot in Our Classrooms: Why Intelligent Design Is Wrong for Our Schools
Paperback: 184 pages
Publisher: Beacon Press; 1st edition (October 1, 2006)
Book Review, Description, & info about author Eugenie ScottFrom Booklist
It was not until 1968, some 43 years after the famous Scopes trial, that the U.S. Supreme Court declared bans on the teaching of evolution to be unconstitutional. But that long-sought ruling hasn't ended the debate as Christian conservatives mount ever more aggressive efforts to have creationism taught alongside evolution. Scott and Branch, directors of a nonprofit that defends the teaching of evolution in public schools, offer a collection of lively and informative essays on the conflict between the teaching of science and religion in American schools. Following a brief history of the efforts by Christian groups to develop a biblically based countertheory to evolution, contributors detail the religious, legal, and pedagogical issues raised by efforts to replace science with religion and the ultimate cost to children poorly educated in the sciences in an increasingly competitive and technological world market. Cautioning against public complacency in the face of mounting creationism campaigns, contributors detail recent efforts to defend the teaching of evolution. Readers concerned about the teaching of "intelligent design" will appreciate this resource.Book Description
An accessible, multifaceted critique of the latest incarnation of creationism-"intelligent design"-from a team of legal, education, religion, and science experts More than eighty years after the Scopes trial, creationism is alive and well. Through local school boards, politicians, strategic court cases, and well-funded organizations, a strong movement has developed to encourage the teaching of "intelligent design" as a viable theory alongside evolution in science classes. Now, in Not in Our Classrooms, parents and teachers, as well as other concerned citizens, have a much-needed tool to argue against teaching intelligent design as science. In clear and lively essays, a team of experts describe not only the history of the intelligent design movement and the lack of scientific support for its claims, but also the religious, legal, and pedagogical problems that proposals to teach this idea in the public schools bring in their wake. Not in Our Classrooms is essential reading for anyone concerned about the teaching of this religious theory as science in the classrooms of our public schools. About the Author
Eugenie C. Scott and Glenn Branch are the executive director and the deputy director of the National Center for Science Education, a nonprofit organization in Oakland, California, that defends the teaching of evolution in the public schools. Scott's Evolution vs. Creationism: An Introduction was named an Outstanding Academic Title of 2005 by Choice. Eugenie C. Scott and Glenn Branch are the executive director and the deputy director of the National Center for Science Education, a nonprofit organization in Oakland, California, that defends the teaching of evolution in the public schools. Scott's Evolution vs. Creationism: An Introduction was named an Outstanding Academic Title of 2005 by Choice. Since 1992 the Reverend Barry W. Lynn, a minister in the United Church of Christ, has served as executive director of Americans United for Separation of Church and State.