Not in Our Classrooms: Why Intelligent Design Is Wrong for Our Schools

by Eugenie C. Scott (Editor), Glenn Branch (Editor), Barry W. Lynn (Foreword)

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.

Genres: Science, Nonfiction, Education, Evolution, Religion

185 pages, Paperback

First published October 1, 2006

Reviews

[Tom Morgan · Rating 4 out of 5]

I liked it but it was somewhat dated, being about 7 years old. Every time I read something about Intelligent Design I'm reminded that "The Watchmaker" analogy offends me both as a biologist and as a watchmaker.

[John · Rating 5 out of 5]

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.

(Reposted from my Amazon review)

[Shauntelle James · Rating 5 out of 5]

When I got this book, I was expecting something more supportive of classroom traditions. I was surprised to find it was actually a demotion. This book paints the other side of the argument for me. The author makes some understandable points about why evolution should not be 'wiped' by the ID theory. As I read, I also began to see why American classrooms allow students to promote evolution and science. Although I didn't agree with the idea that evolution could cast ID out of the classroom one day, the author's statements did have truth. I would say, this book is a must read for those transitioning through science.

[Elliot · Rating 3 out of 5]

Pretty informative book about the false, unmitigated controversy over evolution. The bottom line, as explained in this collection of essays, is that creation science /intelligent design proposals haven't produced a shred of evidence to be considered valid science. Proponents of ID are essentially promoting a "dumbed down" science curriculum with a religious agenda. As Bill Nye the Science Guy says in his endorsement of the book, "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."

The last few chapters bogged down with repetition for me, but overall I found the book informative and a well stated critique of the ideology of Intelligent Design.

[Daniel DeLappe · Rating 3 out of 5]

This is a good starting book on Evolution and school boards and parents who think religion should be taught in science calls. Not only that a no-but a Tarturus NO. No philosophy should be taught in a science class. Arguement over. I have friends and relatives that are Christian. I love them deeply-BUT Creationism, ID or whatever you call it does not belong in a science class. I am sure that will stop all the bickering over the question. You may now move on since the Black Swan has solved this lol. Enjoy the book. It is a good read.

[Dave · Rating 4 out of 5]

This book contains several essays that challenge the idea of teaching ID or it's unconstitutional antecedents in public school classrooms. The main thrust of the book traces how those most interested in introducing creationism into the public school curriculum are doing so for reasons that have more to do with religion (and perhaps ideology) than science.
Some of the essays attack creationism/id from a scientific perspective and and one from a legal perspective.

[Susan · Rating 5 out of 5]

This collection of pieces by different authors covers the many reasons--educational, scientific, constitutional--that evolution, rather than intelligent design in one of its many guises, should be taught in public school classrooms. Excellent as it is, it is getting dated. New edition, please?

[Kenneth · Rating 4 out of 5]

essays include religious persons arguing against teaching creationism in school