Eugenie C. Scott

A book of contributed papers on the topic of intelligent design and why we shouldn't be teaching it in our classrooms. With the exception of one paper, which seemed to be more sympathetic with ID than not, the papers were mostly solid. The main complaint is the constant cringe-inducing bows to religious sensitivity. For Pete's sake, can't we just teach a topic without having to consult a bunch of priests and preachers to see if it's OK? And just once, can't the NCSE put out a book on evolution without pointing out every couple of pages that it doesn't conflict with religion? From the number of believers who have problem with evolution (some of whom do in fact understand the theory), it plainly does, and it might be useful to acknowledge that their version of religion is as valid as that of the handful of scientists who actually believe in God. In the end, constantly pointing out the lack of conflict only serves to draw attention to the issue more, and probably annoys those who feel that they are being told they are worshiping God wrong. Plus, the constant mantra in the end begins to sound like a scold, not only to fundamentalists but to non-believers as well, who are constantly being told there is no reason not to believe in God. Other than that, a decent look at the topic.… (más)

Summary: Although the Scopes trial was almost 90 years ago, the issue of evolution education in American schools is still a contentious issue. Although strict creationism has been for the most part abandoned, its close cousin, intelligent design, has been repeatedly inserted into public school curricula. Although courts have struck down these efforts in recent decisions, like those in Dover, Pennsylvania, proponents of intelligent design have continued their efforts to discredit evolution and prevent its being taught. Not in Our Classrooms is a collection of essays put together by the National Center for Science Education, and geared to educate people that are interested in the state of America's science curriculum about the history of the intelligent design movement and the ways that it has tried to introduce religious ideas into the public science classroom.

Review: Although I am, without question, deeply involved in science education, this book was not really geared towards me. I was expecting more of a guide on how to respond to creationist/intelligent design attacks on evolution education, with maybe a little historical and legal background thrown in for good measure. And that's what I wanted; I teach evolution (among other things), and although it hasn't been an issue yet, I wanted a resource for when that inevitable upset religious student comes to me contesting the course material. And that's not what I got; this book was a lot more historical and legal background and not so much in the way of concrete advice.

So it turns out that this book is not really geared towards evolutionary biologists, nor even really science educators (at least not at the college level), but rather towards concerned parents and other citizens who know that science education is under threat, but may not know the specifics of what intelligent design is, or why incorporating it into public school science curricula is wrong. It's a much broader audience than I was expecting, which is why I decided to review this book, even though I don't normally review things I read for work.

Even though this book wasn't quite what I was looking for, it does have a wealth of information that's for the most part presented clearly and accessibly for the layperson. (Some of the stuff I found the driest and least accessible were the parts about specific legal issues; other readers might not have a problem with this.) It also presents an interesting range of viewpoints on the issue: science education experts, yes, but also religious, legal, and community organization perspectives as well. It wasn't what I was looking for, but it's a resource that I'm glad exists. 3 out of 5 stars.

Recommendation: Readers looking for specific guides about what to *do* in order to maintain the scientific integrity of our classrooms might find this book a little vague, but it's a good primer for those looking to know more about the controversy (...the controversy over what goes in public school curricula, that is; there is no scientific controversy regarding whether or not evolution is true, despite what the "teach the controversy" advocates would have us believe.)… (más)

A very good introduction to the political controversy that is continually being stirred up all over the country as anti-science forces manuever around to get creationism (now in the form of intelligent design) added to the school curriculum. The author is a key player in the battle zones, a crucial witness at most of the trials, and a tireless worker on behalf of good science education. The book is clear, and lucidly explains the evidence for evolution and why creationism is not appropriate for the public schools.… (más)

Dr. Eugenie Scott is the Executive Director of the National Center for Science Education. In this revised edition, Dr. Scott presents points of view not only from the scientific community, but from various Christian Creationist perspectives. Evolution is not in dispute within the scientific communty but it is hotly disputed by some fundamentalist faiths. Dr. Scott presents primarily on first source material and allows both sides to argue their own case. This book displays a remarkable amount of restraint. It does not fall into hyperbole or accusation but instead calmly attempts to show the perspective of each side. Many people wish to have "the controversy" taught in our public school science classes. A careful reading of this book may illustrate to the reader that the controversy is not in science but in faith.… (más)