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| The '''Teach the Controversy''' movement proposes an education policy for the public schools that entails presenting to students the actual scientific evidence for and against evolution, and then encouraging students to evaluate the evidence themselves. It is supported by the ] and ]. In support, proponents point to popular misconceptions on the evidence, and |
The '''Teach the Controversy''' movement proposes an education policy for the public schools that entails presenting to students the actual scientific evidence for and against evolution, and then encouraging students to evaluate the evidence themselves. It is supported by the ] and ]. In support, proponents point to popular misconceptions on the evidence, and factual errors and misrepresentations in current textbooks. | ||
| Some opponents regard the movement as a ploy to introduce ] into the science curriculum and claim that it and the closely allied ] movement are based on philosophical and ] arguments rather than the scientific evidence for ] by ]. Proponents |
Some opponents regard the movement as a ploy to introduce ] into the science curriculum and claim that it and the closely allied ] movement are based on philosophical and ] arguments rather than the scientific evidence for ] by ]. Proponents view such accusations as baseless and ] paranoia and stifling debate on the scientific evidence. They find it remarkable that any serious scientist would favor teaching students only evidence that supports macroevolution, and they suggest that skeptics review their policy and proposed teaching aids, which are quite specific and have nothing to do with creation science (links below). | ||
| ==External links== | ==External links== | ||
Revision as of 11:35, 8 April 2005
The Teach the Controversy movement proposes an education policy for the public schools that entails presenting to students the actual scientific evidence for and against evolution, and then encouraging students to evaluate the evidence themselves. It is supported by the Discovery Institute and Phillip E. Johnson. In support, proponents point to popular misconceptions on the evidence, and factual errors and misrepresentations in current textbooks.
Some opponents regard the movement as a ploy to introduce creationism into the science curriculum and claim that it and the closely allied intelligent design movement are based on philosophical and a priori arguments rather than the scientific evidence for evolution by natural selection. Proponents view such accusations as baseless and conspiracy theory paranoia and stifling debate on the scientific evidence. They find it remarkable that any serious scientist would favor teaching students only evidence that supports macroevolution, and they suggest that skeptics review their policy and proposed teaching aids, which are quite specific and have nothing to do with creation science (links below).
External links
- Wired magazine article on Intelligent Design movement:
http://wired-vig.wired.com/wired/archive/12.10/evolution.html The Crusade Against Evolution
- Discovery Institute critique of Wired article and list of alleged misrepresentations:
http://www.discovery.org/scripts/viewDB/index.php?command=view&id=2251
- Reprint of Washington Post OpEd piece approving of teaching the controversy:
http://www.discovery.org/scripts/viewDB/index.php?command=view&id=2473
- Discovery Institute's educational position and links:
http://www.discovery.org/csc/scienceEducation/
- Discovery Institutes's fact sheet discussing the controversy regarding the Cambrian Explosion:
http://www.discovery.org/scripts/viewDB/filesDB-download.php?id=119
- Discovery Institute's fact sheet discussing the controversy regarding whether microevolution can explain macroevolution:
http://www.discovery.org/scripts/viewDB/filesDB-download.php?id=118