Darwinism, design, and public education / edited by John Angus Campbell, Stephen C. Meyer. - East Lansing : Michigan State University Press, 2003. - xxxviii, 634 p. : ill. ; 24 cm. - Rhetoric and public affairs series . - Rhetoric and public affairs series. .

Includes bibliographical references (p. 625-627).

Why are we still debating Darwinism? Why not teach the controversy? / Should Darwinism be presented critically and comparatively in the public schools? : philosophical, educational and legal issues -- Intelligent design, Darwinism, and the philosophy of public education / Intelligent design theory, religion, and the science curriculum / Teaching the controversy : is it science, religion, or speech? / Scientific critique of biology textbooks and contemporary evolutionary theory -- The meanings of evolution / The deniable Darwin / Haeckel's embryos and evolution : setting the record straight / Second thoughts about peppered moths / Where do we come from? : a humbling look at the biology of life's origin / Origin of life and evolution in biology textbooks : a critique / The theory of intelligent design : a scientific alternative to Neo-Darwinism and/or chemical evolutionary theories -- DNA and the origin of life : information, specification, and explanation / Design in the details : the origin of biomolecular machines / Homology in biology : problem for naturalistic science and prospect for intelligent design / The Cambrian explosion : biology's big bang / Reinstating design within science / Critical responses -- The rhetoric of intelligent design : alternatives for science and religion / Intelligent design and irreducible complexity : a rejoinder / Biochemical complexity : emergence or design? / Design Yes, intelligent No : a critique of intelligent design theory and neo-creationism / On behalf of the fool / Rhetorical arguments and scientific arguments : do my children have to listen to more arguments against evolution? / Design? Yes! but is it intelligent? / Creation and evolution : a modest proposal / Thinking pedagogically about design / An intelligent person's guide to intelligent design theory / Creationism versus Darwinism : a third alternative / The rhetorical problem of intelligent design / John Angus Campbell -- John Angus Campbell -- Warren A. Nord -- David DeWolf, Stephen C. Meyer, and Mark E. DeForrest -- Stephen C. Meyer and Michael Newton Keas -- David Berlinski -- Jonathan Wells -- Jonathan Wells -- Massimo Pigliucci -- Gordon C. Mills, Malcolm Lancaster, and Walter L. Bradley -- Stephen C. Meyer -- Michael J. Behe -- Paul Nelson and Jonathan Wells -- Stephen C. Meyer, Marcus Ross, Paul Nelson, and Paul Chien -- William A. Dembski -- Celeste Michelle Condit -- David Depew -- Bruce H. Weber -- Massimo Pigliucci -- Michael Ruse -- Eugene Garver -- William Provine -- Alvin Plantinga -- John Lyne -- Steve Fuller -- Brig Klyce and Chandra Wickramasinghe -- Philip E. Johnson. Part I. Part II. Part III. Part IV.

"Although its implications are not yet fully evident, the advent of a modern scientific theory of intelligent design (ID), and a scholarly research community advancing this theory (the ID movement) has re-energized and is now redefining the character of this controversy. Darwinism, Design, and Public Education examines ID as a science, a philosophy, and a movement for educational reform. In this book, leading design theorists present their scientific case for intelligent design, their criticisms of contemporary Darwinism and their arguments for a pluralistic controversy-based model of science education. They contend that if science education is to be other than state sponsored propaganda it must expose students to the scientific controversies that now exist about neo-Darwinism and other theories of biological origins."--Jacket.

0870136704 (casebind : alk. paper) 9780870136702 (casebind : alk. paper) 0870136755 (pbk. : alk. paper) 9780870136757 (pbk. : alk. paper)


GBA505803 bnb

Darwin, Charles, 1809-1882 --Influence.

Evolution (Biology)--Study and teaching.
Intelligent design (Teleology)--Study and teaching.

QH362 / .D37 2003