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David MitchellDavid Mitchell's newest mind-bending, time-skipping novel may be his most accomplished work yet. Written in six sections, one per decade, The Bone... Continue »
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Other titles in the Rhetoric & Public Affairs series:

Darwinism, Design, and Public Education (Rhetoric and Public Affairs)

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Darwinism, Design, and Public Education (Rhetoric and Public Affairs) Cover

 

Synopses & Reviews

Publisher Comments:

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.
     Dr. Meyer has co-written or edited two books: Darwinism, Design, and Public Education and Science and Evidence of Design in the Universe. He has also authored numerous technical articles as well as editorials in magazines and newspapers, such as the Wall Street Journal, Los Angeles Times, Houston Chronicle, Chicago Tribune, First Things, and the National Review.

Product Details

ISBN:
9780870136757
Editor:
Campbell, John Angus
Editor:
Meyer, Stephen C.
Editor:
Campbell, John Angus
Editor:
Meyer, Stephen C.
Author:
Meyer, Stephen C.
Author:
Campbell, John Angus
Publisher:
Michigan State University Press
Location:
East Lansing
Subject:
Study and teaching
Subject:
Evolution
Subject:
Public Affairs & Administration
Subject:
Evolution (Biology)
Subject:
Educational Policy & Reform
Subject:
Religion, Politics & State
Subject:
Intelligent design
Subject:
Darwin, Charles - Influence
Subject:
Evolution (Biology) -- Study and teaching.
Subject:
Rhetoric
Subject:
Education-School Reform & Controversy
Edition Description:
Paperback
Series:
Rhetoric and Public Affairs
Series Volume:
108-13
Publication Date:
20031131
Binding:
TRADE PAPER
Language:
English
Illustrations:
Yes
Pages:
634
Dimensions:
9 x 6 in

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Related Subjects

Education » School Reform and Controversy
History and Social Science » Politics » General
Metaphysics » General
Religion » Comparative Religion » General
Religion » Western Religions » Social and Political Issues
Science and Mathematics » Biology » Evolution

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