Darwinism, design, and public education / edited by John Angus Campbell, Stephen C. Meyer.
Contributor(s): Campbell, John Angus | Meyer, Stephen C.Material type: TextSeries: Rhetoric and public affairs series: Publisher: East Lansing : Michigan State University Press, 2003Description: xxxviii, 634 p. : ill. ; 24 cm.ISBN: 0870136704 (casebind : alk. paper); 9780870136702 (casebind : alk. paper); 0870136755 (pbk. : alk. paper); 9780870136757 (pbk. : alk. paper).Subject(s): Evolution (Biology) -- Study and teaching | Intelligent design (Teleology) -- Study and teaching | Darwin, Charles, 1809-1882 -- InfluenceDDC classification: 576.8/071
|Item type||Current location||Call number||Status||Date due||Barcode|
|Book||University of Texas At Tyler Stacks - 3rd Floor||QH362 .D37 2003 (Browse shelf)||Available||0000001824051|
Includes bibliographical references (p. 625-627).
Why are we still debating Darwinism? Why not teach the controversy? / John Angus Campbell -- Part I. 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 / John Angus Campbell -- Intelligent design theory, religion, and the science curriculum / Warren A. Nord -- Teaching the controversy : is it science, religion, or speech? / David DeWolf, Stephen C. Meyer, and Mark E. DeForrest -- Part II. Scientific critique of biology textbooks and contemporary evolutionary theory -- The meanings of evolution / Stephen C. Meyer and Michael Newton Keas -- The deniable Darwin / David Berlinski -- Haeckel's embryos and evolution : setting the record straight / Jonathan Wells -- Second thoughts about peppered moths / Jonathan Wells -- Where do we come from? : a humbling look at the biology of life's origin / Massimo Pigliucci -- Origin of life and evolution in biology textbooks : a critique / Gordon C. Mills, Malcolm Lancaster, and Walter L. Bradley -- Part III. 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 / Stephen C. Meyer -- Design in the details : the origin of biomolecular machines / Michael J. Behe -- Homology in biology : problem for naturalistic science and prospect for intelligent design / Paul Nelson and Jonathan Wells -- The Cambrian explosion : biology's big bang / Stephen C. Meyer, Marcus Ross, Paul Nelson, and Paul Chien -- Reinstating design within science / William A. Dembski -- Part IV. Critical responses -- The rhetoric of intelligent design : alternatives for science and religion / Celeste Michelle Condit -- Intelligent design and irreducible complexity : a rejoinder / David Depew -- Biochemical complexity : emergence or design? / Bruce H. Weber -- Design Yes, intelligent No : a critique of intelligent design theory and neo-creationism / Massimo Pigliucci -- On behalf of the fool / Michael Ruse -- Rhetorical arguments and scientific arguments : do my children have to listen to more arguments against evolution? / Eugene Garver -- Design? Yes! but is it intelligent? / William Provine -- Creation and evolution : a modest proposal / Alvin Plantinga -- Thinking pedagogically about design / John Lyne -- An intelligent person's guide to intelligent design theory / Steve Fuller -- Creationism versus Darwinism : a third alternative / Brig Klyce and Chandra Wickramasinghe -- The rhetorical problem of intelligent design / Philip E. Johnson.
"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.