Product Description

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.

"The book you have in your hands 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

"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."
—Bill Nye the Science Guy®

"…we are in the midst of a struggle to preserve sound science education…It is crucial to resist such pressure, whether it comes from parents, community groups, administrators, or school board members. Reading this book is a good start." —Howard Good, Teacher Magazine

"Not in Our Classrooms makes its case well, underscoring the fatuousness of creationist science on every level: constitutional, educational and scientific…At its core, the evolution "debate" is a local one, and it's at that level that the daily battles happen. Thanks to this collection, winning them might become a little easier."
—Washington Monthly, review in the January/February issue

"In Not in Our Classrooms Beacon Press has provided the indispensable tool for combating this grave threat to science and science education . . . This important book cannot be recommended too highly."
—Voice of Reason: The Journal of Americans for Religious Liberty, review in the No. 4 2006 issue

"This book provides substantial background information and perspective…such information and analysis can only help social justice educators."
—Rethinking Schools, review in the Winter issue

"It is a welcome and recommended addition to a library of materials that strengthen and enlighten science instruction in the era of a narrowly defined theism in the United States today . . . recommended for teachers, citizens, and policymakers."
—National Science Teachers Association

"For teachers, school boards, and citizens who are interested in learning about intelligent design (ID) creationism and counteracting it, this book is a vital resource." —Teachers College Record


Eugenie C. Scott and Glenn Branch are the executive director and the deputy director of the National Center for Science Education, a nonprofit organization in Oakland, California, that defends the teaching of evolution in the public schools. Scott's Evolution vs. Creationism: An Introduction was named an Outstanding Academic Title of 2005 by Choice.

Since 1992 the Reverend Barry W. Lynn, a minister in the United Church of Christ, has served as executive director of Americans United for Separation of Church and State.

Product Details

• Amazon Sales Rank: #263751 in Books
• Published on: 2006-10-01
• Original language: English
• Number of items: 1
• Binding: Paperback
• 171 pages

Features

• ISBN13: 9780807032787
• Condition: NEW
• Notes: Brand New from Publisher. No Remainder Mark.
• Click here to view our Condition Guide and Shipping Prices

From Booklist
It was not until 1968, some 43 years after the famous Scopes trial, that the U.S. Supreme Court declared bans on the teaching of evolution to be unconstitutional. But that long-sought ruling hasn't ended the debate as Christian conservatives mount ever more aggressive efforts to have creationism taught alongside evolution. Scott and Branch, directors of a nonprofit that defends the teaching of evolution in public schools, offer a collection of lively and informative essays on the conflict between the teaching of science and religion in American schools. Following a brief history of the efforts by Christian groups to develop a biblically based countertheory to evolution, contributors detail the religious, legal, and pedagogical issues raised by efforts to replace science with religion and the ultimate cost to children poorly educated in the sciences in an increasingly competitive and technological world market. Cautioning against public complacency in the face of mounting creationism campaigns, contributors detail recent efforts to defend the teaching of evolution. Readers concerned about the teaching of "intelligent design" will appreciate this resource. Vanessa Bush
Copyright © American Library Association. All rights reserved

Review
"An excellent resource for understanding and dealing with the challenges posed by the proponents of intelligent design." (VOYA (Voice of Youth Advocates) )

About the Author
Eugenie C. Scott is the executive director of the National Center for Science Education, a nonprofit organization in Oakland, California, that defends the teaching of evolution in the public schools. Scott's Evolution vs. Creationism: An Introduction was named an Outstanding Academic Title of 2005 by Choice.

Glenn Branch is the deputy director of the National Center for Science Education, a nonprofit organization in Oakland, California, that defends the teaching of evolution in the public schools.

Customer Reviews

A Must-Read, But With Missed Opportunities
What I liked:

The book is a readable, concise summary of the history of anti-evolution activism in the US, and its particular interest in public school science class to peddle its pseudoscience. Other books may be more detailed and technical, but if they predate Kitzmiller v. Dover, they may miss key information. In particular, the "evolution" of the movement, has produced a dominant "species," misleadingly called "Teach the Controversy," which is scripture-free, designer-free, and even lacks a proposed alternate account of species origin. It has nothing to offer but misrepresentations of evolution, the same misrepresentations that are the basis of classic "scientific" creationism and Intelligent Design (ID). Because anti-science activists of all stripes keep changing their tactics instead of conceding, the authors rightly warn that recent court victories are no reason to be any less vigilant.

The authors make it clear that opposition to ID/creationism is not opposition to religion, and that many critics of ID/creationism are devout theists who consider it not only bad science but also bad theology. It's sad that anyone still needs to be reminded of that, but it must be done because anti-evolutionists insist on pretending otherwise. Their scams depend on it.

What I didn't like:

In an effort to be concise, the book unfortunately reinforces the typical misconception that YEC is the only version of creationism other than ID and "Teach the Controversy." It can only help to remind the reader that there are actually many mutually contradictory creationist accounts (e.g. OEC, non-Biblical). Above and beyond the legal difficulties, the irreconcilable differences in alternate creationist accounts, all with their own fatal scientific problems, have forced anti-evolutionists to adopt a "don't ask, don't tell" approach.

The authors state several times that that today's anti-evolution activism, if not that of the Scopes era, is based more on deliberate deceit than on honest, but mistaken belief. Readers who don't bother to check the references, though, may miss the full impact of that point; even many pro-evolution readers will likely come away with a "what's the harm?" opinion.

Legally, anti-evolution arguments can only be banned from public schools, but morally speaking, they should not be taught anywhere without a full rebuttal. If the reader is impressed by this book but says "teach ID/creationism in Sunday School" he has completely missed the point.

An Important Primer On Explaining Why "Intelligent Design" Shouldn't Be Taught In Our Schools
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.

A Good Primer For Any Concerned Citizen
"Not In Our Classrooms" is a concise (152 pages) and thorough collection of essays explaining why pseudoscience based on religious beliefs has no place in public science education. Eugenie Scott begins by showing the ironic evolution of creationism to "intelligent design" within the fundamentalist community, but the book does not concern itself merely with court defeats incurred by the religious right in the U.S. Including writings from theologians like Ted Peters and noted science writers Nick Matzke, Glenn Branch and Dr. Paul Gross, "Not In Our Classrooms" ends on a positive note, showing how citizens can become involved in protecting the integrity of science education in public schools.