[Jack]

New Creationist Textbook On the Way (Again) A document recently received by NCSE outlines the Discovery Institute's upcoming plans for its so-called teach the controversy strategy. In 2007, the Discovery Institute plans to release a "supplemental textbook" entitled Explore Evolution. According to the document, the textbook and auxiliary materials will teach the students the Discovery Institute's talking points against evolution. These talking points will evidently include the standard list of long-refuted creationist claims promoted by the Discovery Institute, including the inadequacy of the fossil record, biological complexity as a challenge to evolutionary theory, the inexplicability of the Cambrian Explosion, and other common creationist tropes. Students will be taught these talking points via the supplemental textbook and associated slide shows, study guides, and videos, and will be tested on the talking points in Discovery Institute-prepared "quiz questions". The book is discussed in a handout received by NCSE Supporter Keith Miller at the 2006 annual meeting of the American Scientific Affiliation, which was held from July 28–31, 2006, at Calvin College in Grand Rapids, Michigan. The ASA is an association of scientists who are evangelical Christians, and although some members of the ASA are "intelligent design" or young-earth creationists, the ASA is not an anti-evolutionist organization, and many ASA members see no necessary conflict between evolution and evangelical Christianity. Miller received the handout while attending a talk by Discovery Institute Senior Fellow Michael Newton Keas. The talk was entitled, "Teach the Controversy over Darwinism: Sample Curricular Modules" (Keas 2006). Keas runs the Master of Arts Program in Science and Religion at Biola University (the name "Biola" derives from the university's previous name, the Bible Institute of Los Angeles). The Biola program is the only one in the United States offering a graduate degree in "intelligent design". According to Keas's abstract for his ASA talk, "[s]ince 1999 I have worked with Discovery Institute to develop AP and college biological origins curriculum. Some of this curriculum will be published in 2006." The one-page handout, entitled "Teaching Evolutionary Biology in Public High Schools and Colleges", lists a number of bullet points describing Keas's proposed curriculum modules and resources, including the Explore Evolution book. News of the Explore Evolution project is particularly interesting when the general history of anti-evolution strategies is taken into consideration. Directly following the 1968 Epperson ruling overturning bans on evolution, Henry Morris and others at the Creation Research Society constructed the "equal time" approach for teaching "scientific creationism" in public schools as an allegedly secular scientific view (Numbers 1992). Their first major foray in this direction was the textbook Biology: A Search for Order in Complexity (Moore and Slusher 1974; see Thwaites 1980). This book was the subject of a number of disputes in the 1970s regarding its use in public schools. However, in 1977 the book was ruled unconstitutional for use in public schools in a strongly worded decision, Hendern v Campbell, from a state court in Indiana (Matzke 2006). Hendren was soon obscured when the issue moved to the federal courts in the 1980s. In the 1987 Edwards v Aguillard case, the US Supreme Court ruled that teaching "creation science" in public schools was unconstitutional because it was a specific religious view disguised as science, rather than actually science. In the wake of the Edwards ruling, creationists relabeled their view "intelligent design" — a term they first systematically employed in the supplementary high school textbook Of Pandas and People (Davis and Kenyon 1989; see also Scott 1989). Wielding Pandas, the newly named "design proponents" asserted that their view was scientific, not religious, and pushed for it to be included in biology classrooms in public schools. Again, there were fights over the use of the textbook for years before it hit the courts (see the NCSE Pandas resources page for a history and analysis: Resources). As everyone now knows, the 2005 Kitzmiller v Dover case revealed that Pandas began as an explicitly creationist textbook and only switched to "design" terminology after the Edwards ruling. These facts helped produce the decisive ruling in Kitzmiller that "intelligent design" was not science, but instead creationism relabeled. Following recent defeats for the "intelligent design" movement in the Kitzmiller v Dover case, in a February 2006 vote of the Ohio Board of Education, and in the August 2006 Republican primary election in Kansas, many observers have wondered what the next step would be for attempts to sneak creationism into the public schools. In response to questions from the media, NCSE staff have predicted that creationists would continue to move toward their so-called critical analysis of evolution strategy, in which long-refuted creationist arguments are claimed to be valid scientific challenges to evolution under the rhetoric of "critical thinking" and "teach the controversy". By not using the terms "creationism" or "intelligent design", creationists hope to teach their views in the public schools while avoiding constitutional challenges from the courts (Matzke and Gross 2006).

NCSE Resource -- New Creationist Textbook On the Way (Again)