An Important Primer On Explaining Why "Intelligent Design" Shouldn't Be Taught In Our Schools

books:

	• Not in Our Classrooms: Why Intelligent Design Is Wrong for Our Schools Beacon Press, 2006 - 171 pages average customer review:based on 9 reviews view larger image
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highly recommended

A Good Primer For Any Concerned Citizen

"Not In Our Classrooms" is a concise (152 pages) and thorough collection of essays explaining why pseudoscience based on religious beliefs has no place in public science education. Eugenie Scott begins by showing the ironic evolution of creationism to "intelligent design" within the fundamentalist community, but the book does not concern itself merely with court defeats incurred by the religious right in the U.S. Including writings from theologians like Ted Peters and noted science writers Nick Matzke, Glenn Branch and Dr. Paul Gross, "Not In Our Classrooms" ends on a positive note, showing how citizens can become involved in protecting the integrity of science education in public schools.

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Science vs. Pseudoscience

Despite the Kitzmiller (2005) decision where expert witnesses for Intelligent Design were clearly shown to have lied on the witness stand and stated that astrology is science, the Discovery Institute continues to try to push religion into public schools.

Eugenie Scott and the National Center for Science Education clearly state that "belief" compared to "evidence" is not science and that science, as taught and modeled in K-12 and university classrooms must be robust, reproducible, falsifiable, testable, peer-reviewed and based on evidence, not belief. The Discovery Institute that promotes Intelligent Design is producing textbooks, DVDs and other media in an effort to push religious belief into public schools -often these books and DVDs are poorly written or produced imitations of existing robust and credible science materials.

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Praise for the book...

...and a rebuttal to "The Professor"

This book nails the debate on the head of the nail. Ms. Scott and Mr. Branch have done a wonderful job of laying out the factual reasons why I.D. is false as science. But even better, in an attempt to counter-point the books contents, we actually are allowed to see another reviewer lay out the very arguments that have no merit. Normally, I ignore such attempts at blatant falsehoods, but I think in this case it is worthwhile in order to better underscore why - and why the book he attempts to slander causes him to engage in this rather blatant exercise.

The "professor" starts his argument by claiming the book contains misleading and flat-out wrong information by claiming "the oft cited claim that ID has not produced any science or has not published in the peer reviewed literature ". The truth is there is no peer reviewed material available to be found, except wherein it is pointed out that ID has no merit. Further, ID has contributed NOTHING to science. The Discovery Institute itself has publicly admitted it has produced nothing.

The Professor goes on to show how transparent his false argument is by adding: "In my work in the area of cell biology research, we in fact proceed on the assumption that the cell was designed and asked the question "how was it designed, i.e. how does it work" often assuming that the mechanisms we are researching are ingeniously designed." This is a blatant falsehood...no \where in biology will you find any self-respecting scientist who will make this claim - it is counter to the basic premise of the scientific method, where EVERYTHING is in question. Such an assumption as the Professor claims would never happen, because it demands that you make a conclusion before you examine the phenomena!

I could go on, but the point is "the professor" makes a number of unsubstantiated claims that anyone with a passing understanding of science regarding how scientists behave is false. He offers nothing actual, cites to nothing published (because, as I pointed out above, there has been NOTHING of a peer reviewed nature published) and essentially engages in a hand wave to support his claims.

He finishes with the claim that ID advocates are in the closet. This is the most transparent of falsehoods - scientists love nothing better than proving other scientists wrong. If there were any merit to ID, you would see many scientists out there showing why.

To close, I apologize to any who find my response outside of the norm for an [...] review, but I feel very strongly about letter people such as "the professor" spread these falsehoods without some objection. The real bottom line: educate yourself. Learn why science works as it does. Once you do, it becomes rather easy to understand why these people are selling you snake oil.

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Answers to the I.D. arguments

This book is a useful tool for anyone with a child in school who wants to make sure they are being taught science rather than religion. It explores the history of the creationism/evolution debate, shows the legal cases relevant, and explains what issues the creationists/ID folks keep bringing up. Most of them are laughable, but I'm glad to know about them before I get sprung with them at a PTA meeting. It's sad how well-informed we have to be to beat the ill- and misinformed. I majored in biology as an undergrad and took a class in evolution. Despite that, many of the arguments brought up by the I.D. camp were new to me, so I was glad to read about them in full before hearing about them in a debate.

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An Important Primer On Explaining Why "Intelligent Design" Shouldn't Be Taught In Our Schools

Eugenie Scott and her colleague Glenn Branch - who are both from the National Center for Science Education - deserve ample praise for editing this terse, yet quite insightful, primer that explains what "Intelligent Design" is, and why it shouldn't be taught in our schools. Scott, Branch and several other writers ranging from other scientists to educators and lawyers, not only review the history of the so-called "Intelligent Design" movement from both a legal and educational perspective, but also demonstrate that this "scientific" idea is not scientific, but rather, a cleverly designed revision of "scientific creationism" which thinly disguises its religious origins. In short, "Intelligent Design" is nothing more than a Fundamentalist Protestant Christian religious idea masquerading as science, and one that is still receiving ample financial and intellectual support from the Seattle, Washington-based Discovery Institute. This terse book remains timely and important, inspite of the harsh verdict rendered against Intelligent Design by Republican Federal Judge John Jones in the Kitzmiller vs. Dover Board of Education trial (He ruled that "Intelligent Design" was a religious doctrine masquerading as science.), because staunch advocates like fellow Amazon.com customer reviewer "The Professor", Michael Behe and William Dembski refuse to acknowledge the intellectual bankruptcy of their pseudoscientific idea (Moreover, distinguished conservative pundits like Charles Krauthammer and George Will echoed Judge Jones' ruling, by concurring with him in published newspaper columns, noting that "Intelligent Design" wasn't scientific.). Eugenie Scott begins this book with a fine overview of the history of the Intelligent Design movement, and explains in clear, concise English why Intelligent Design isn't scientific, using much of the same logic which I have used in my own Amazon.com customer review of the "Intelligent Design" textbook "Of Pandas and People" (It was originally a textbook which purportedly offered a scientific rationale for "scientific creationism"; later editions have shifted emphasis to support instead "Intelligent Design". The history of this book's origins was noted during the Kitzmiller vs. Dover Board of Education trial, and was an acute source of embarassment for "Intelligent Design" advocates.). Glenn Branch's essay which closes this volume is a well-reasoned, passionate plea explaining how the average citizen can help defeat ongoing efforts to introduce the teaching of "Intelligent Design" in American primary, intermediate and secondary school classrooms. If you don't think that "Intelligent Design" is a serious threat to ensuring first-rate scientific education in American schools, then you must buy this terse book.

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reviews: page 1, 2

More than eighty years after the Scopes trial, creationism is alive and well. Through local school boards, sympathetic politicians, and well-funded organizations, a strong movement has developed to encourage the teaching of the latest incarnation of creationism?intelligent design?as a scientifically credible theory alongside evolution in science classes. Although intelligent design suffered a serious defeat in the recent Kitzmiller v. Dover trial, its proponents are bound to continue their assault on evolution education. Now, in Not in Our Classrooms, parents and teachers, as well as other concerned citizens, have a much-needed tool to use in the argument against teaching intelligent design as science.

Where did the concept of intelligent design originate? How does it connect with, and conflict with, various religious beliefs? Should we teach the controversy itself in our science classrooms? In clear and lively essays, a team of experts answers these questions and many more, describing the history of the intelligent design movement and the lack of scientific support for its claims. Most importantly, the contributors?authorities on the scientific, legal, educational, and theological problems of intelligent design?speak specifically to teachers and parents about the need to defend the integrity of science education by keeping intelligent design out of science curriculums. A concluding chapter offers concrete advice for those seeking to defend the teaching of evolution in their own communities.

Not in Our Classrooms is essential reading for anyone concerned about defending the teaching of evolution, uncompromised by religiously motivated pseudoscience, in the classrooms of our public schools.

"The book you have in your hands is an excellent resource to deal with the attack on evolution, which is a surrogate, and indeed a wedge, for a wide-ranging crusade against the scientific integrity of the public education system in America."
?Rev. Barry W. Lynn, from the Foreword

"The future of our species probably depends on science education and our understanding of the natural world. If you're concerned about science literacy, read this book."
?Bill Nye the Science Guy®

"?we are in the midst of a struggle to preserve sound science education?It is crucial to resist such pressure, whether it comes from parents, community groups, administrators, or school board members. Reading this book is a good start." ?Howard Good, Teacher Magazine

"Not in Our Classrooms makes its case well, underscoring the fatuousness of creationist science on every level: constitutional, educational and scientific?At its core, the evolution "debate" is a local one, and it's at that level that the daily battles happen. Thanks to this collection, winning them might become a little easier."
?Washington Monthly, review in the January/February issue

"In Not in Our Classrooms Beacon Press has provided the indispensable tool for combating this grave threat to science and science education . . . This important book cannot be recommended too highly."
?Voice of Reason: The Journal of Americans for Religious Liberty, review in the No. 4 2006 issue

"This book provides substantial background information and perspective?such information and analysis can only help social justice educators."
?Rethinking Schools, review in the Winter issue

"It is a welcome and recommended addition to a library of materials that strengthen and enlighten science instruction in the era of a narrowly defined theism in the United States today . . . recommended for teachers, citizens, and policymakers."
?National Science Teachers Association

"For teachers, school boards, and citizens who are interested in learning about intelligent design (ID) creationism and counteracting it, this book is a vital resource." ?Teachers College Record

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.

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