Zusatztext 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® " Informationen zum Autor 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. Klappentext The book . . . 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 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 creationismintelligent designas 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 contributorsauthorities 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. Zusammenfassung The book . . . 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 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 creationismintelligent designas 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 w...

Autorentext
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.

Klappentext

The book . . . 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

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.