- STAFF PICKS
- GIFTS + GIFT CARDS
- SELL BOOKS
- FIND A STORE
New Trade Paper
Ships in 1 to 3 days
available for shipping or prepaid pickup only
Available for In-store Pickup
in 7 to 12 days
This title in other editions
Other titles in the Rhetoric & Public Affairs series:
Darwinism, Design, and Public Education (Rhetoric and Public Affairs)by John Angus Campbell
Synopses & Reviews
From the Scopes Trial in 1925 through the action of the Kansas board of education, the teaching of evolution in public schools has been a flashpoint in American education. 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 reenergized 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. Central to all three aspects of ID is its claim that, if science education is to be other than state-sponsored propaganda, a clear and principled distinction must be drawn between empirical science and the materialist philosophy that drives contemporary Darwinian theories of origin and development. Contents Part I: Should Darwinism Be Presented Critically and Comparatively in the Public Schools: Philosophical, Educational, and Legal Issues Part II: Scientific Critique of Biology Textbooks and Contemporary Evolutionary Theory Part III: The Theory of Intelligent Design: A Scientific Alternative to Neo-Darwinian and/or Chemical Evolutionary Theories Part IV: Critical Responses
Book News Annotation:
Themselves advocating a "teach the controversy" approach to dealing with the question of Darwinism vs. "Intelligent Design" (ID, a form of unscientific Creationism in the view of critics) in the public schools, Campbell (communication, U. of Memphis) and Meyer (conceptual foundations of science, Palm Beach Atlantic U.) present 26 papers setting forth the case for and against the theory, as well as visiting both sides of the "teach the controversy" argument. Advocates of ID receive relatively more space than their detractors.
Annotation ©2004 Book News, Inc., Portland, OR (booknews.com)
About the Author
John Angus Campbell is Professor and Director of Graduate Studies in the Department of Communication at the University of Memphis.
Stephen C. Meyer is Director and Senior Fellow of the Center for Science and Culture at the Discovery Institute, in Seattle, Washington.
What Our Readers Are Saying
Other books you might like
Education » School Reform and Controversy