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Darwinism, Design and Public EducationJohn Angus Campbell (Editor), Stephen C. Meyer (Editor)
Michigan State University Press, (Paperback Edition), 634 pages, 2003
One of the favorite arguments of ID critics is the false claim that ID advocates don't publish in peer-reviewed publications. Darwinism, Design and Public Education, is yet one more example of how off-base the critics are. The publisher, Michigan State University, in accordance with academic policies for its Rhetoric and Public Affairs Series, submitted the book to an expert panel of reviewers including a professor of biochemistry at an Ivy-league school and professors in the philosophy of science and rhetoric of human inquiry fields. There is no doubt that this volume has been peer-reviewed.
The book presents a multi-faceted scientific case for the theory of intelligent design and also examines the legal and pedagogical arguments for teaching students about the scientific controversies that surround the issue of biological origins.
Editor John Angus Campbell lays out the design of the book in the introduction:
"Darwinism, Design, and Public Education will seek to advance public discussion of science education by presenting arguments for and against a more inclusive, controversy-based biology curriculum. In order to do this, the book will also present arguments for and against both contemporary Darwinism and the theory of ID itself. Darwinism, Design, and Public Education is divided into four parts and appendixes. The first part of the volume presents three essays arguing for a more inclusive approach to science education-indeed, one that would encourage science educators to teach students about scientific challenges to Darwinian theory and about the challenge posed to Darwinism by advocates of the theory of intelligent design. The second part includes several essays that provide scientific critiques of contemporary evolutionary theories or textbook presentations of these theories. The third part presents essays that develop the scientific case for intelligent design. The fourth part offers responses, chiefly critical, to the essays in the first three parts of the volume. The appendixes present both supporting documents about the controversy over the teaching of evolution in the public schools (including the transcript of a recent hearing of the U.S. Commission on Civil Rights and an essay by Donald Kennedy) and a technical supplement to the case by Stephen C. Meyer, Marcus Ross, Paul Nelson, and Paul Chien on the Cambrian explosion."
Those familiar with the ID movement will recognize most of the contributors to this volume, and well as some of the articles which appear in book form for the first time. Integrated under the watchful eyes of editors John Angus Campbell and Stephen C. Meyer, this book is an important contribution to the "Teach the Controversy" viewpoint for how to handle the origins controversy in our public schools.
John Angus Campbell is Professor and Director of Graduate Studies in the Department of Communication at the University of Memphis and is a past President of the American Association for the Rhetoric of Science and Technology. Dr. Campbell's research has focused on the rhetoric of science. He has published numerous technical articles analyzing the rhetorical strategy of Darwin's The Origin of Species and is widely regarded as the world's foremost expert on the subject. The Rhetoric of Charles Darwin is a video interview with Dr. Campbell available from ARN.
Praise for Darwinism, Design, & Public Education
-James Arnt Aune, Texas A&M University, author of Rhetoric and Marxism and Selling the Free Market
Table of Contents
PART I-Should Darwinism Be Presented Critically and Comparatively in the Public Schools? Philosophical, Educational, and Legal Issues
Intelligent Design, Darwinism, and the Philosophy of Public Education, John Angus Campbell
Intelligent Design Theory, Religion, and the Science Curriculum, Warren A. Nord
Teaching the Controversy: Is It Science, Religion, or Speech? David DeWolf, Stephen C. Meyer, and Mark E. DeForrest
PART II-Scientific Critique of Biology Textbooks and Contemporary Evolutionary Theory
The Meanings of Evolution, Stephen C. Meyer and Michael Newton Keas
The Deniable Darwin, David Berlinski
Haeckel's Embryos and Evolution: Setting the Record Straight, Jonathan Wells
Second Thoughts about Peppered Moths, Jonathan Wells
Where Do We Come From? A Humbling Look at the Biology of Life's Origin, Massimo Pigliucci
Origin of Life and Evolution in Biology Textbooks: A Critique, Gordon C. Mills, Malcolm Lancaster, and Walter L. Bradley
PART III-The Theory of Intelligent Design: A Scientific Alternative to Neo-Darwinian and/or Chemical Evolutionary Theories
DNA and the Origin of Life: Information, Specification, and Explanation, Stephen C. Meyer
Design in the Details: The Origin of Biomolecular Machines, Michael J. Behe
Homology in Biology: Problem for Naturalistic Science and Prospect for Intelligent Design, Paul Nelson and Jonathan Wells
The Cambrian Explosion: Biology's Big Bang, Stephen C. Meyer, Marcus Ross, Paul Nelson, and Paul Chien
Reinstating Design within Science, William A. Dembski
PART IV-Critical Responses
The Rhetoric of Intelligent Design: Alternatives for Science and Religion, Celeste Michelle Condit
Intelligent Design and Irreducible Complexity: A Rejoinder, David Depew
Biochemical Complexity: Emergence or Design? Bruce H. Weber
Design Yes, Intelligent No: A Critique of Intelligent Design Theory and Neo-Creationism, Massimo Pigliucci
On Behalf of the Fool, Michael Ruse
Rhetorical Arguments and Scientific Arguments: Do My Children Have to Listen to More Arguments against Evolution? Eugene Garver
Design? Yes! But Is It Intelligent? William Provine
Creation and Evolution: A Modest Proposal, Alvin Plantinga
Thinking Pedagogically about Design, John Lyne
An Intelligent Person's Guide to Intelligent Design Theory, Steve Fuller
Creationism versus Darwinism: A Third Alternative, Brig Klyce and Chandra Wickramasinghe
The Rhetorical Problem of Intelligent Design, Phillip E. Johnson
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