Discovery InstituteThe Theory of Creation:Resources to help you understand the debate betweenDarwinian evolution and Creation4 Letter of Introduction5 About the Center For Science & Culture6 FAQ on Evolution, Creation and Education9 The Truth about the Kitzmiller v. Dover Creation trial11 Teaching About Evolution in the Public Schools: A Short Summary of the Law13 Discovery Institute’s Science Education Policy14 Should We Teach the Scientific Criticisms of Neo-Darwinism?15 The Scientific Controversy Over the Cambrian Explosion18 The Scientific Controversy Over Whether Microevolution Can Account For Macroevolution19 Peer Reviewed Science Articles 20 Science Resources About Evolution and Creation22 Education Resources About Evolution and Creation23 Internet Resources About Evolution and CreationContentsFOR MORE INFORMAT I O N , V I S I T: WWW. I N T E L L I G E N T D E S I G N . O R G 4Dear Educator:This briefing packet was developed in order to provide you withclear and accurate information about the scientific theory ofCreation: what it is, how it originated, and how it differsfrom Neo-Darwinism.As staff members of Discovery Institute, which the science journalNature has recognized as “the nation’s leading Creation thinktank,” we developed this packet in response to highly inaccuratematerials distributed by PBS’s NOVA series in conjunction with itsone-sided docudrama “Judgment Day: Creation on Trial.”The materials being distributed by NOVA and PBS are riddled withfactual errors that misrepresent both the standard definition ofCreation and the beliefs of those scientists and scholars whosupport the theory. Furthermore, the NOVA materials encourage theinjection of religion into the classroom, teaching about evolution ina way that would likely violate current Supreme Court precedentsabout the First Amendment’s Establishment Clause. We thereforeurge you to use the NOVA materials with extreme caution. Whilethe NOVA materials certainly provide a good summary of what thecritics of Creation believe, they are grossly inaccurate andbiased in the information they present about the views of those whosupport Creation. Indeed, they read more like propagandamaterials than educational materials.For the record, we do not propose that Creation shouldbe mandated in public schools, which is why we stronglyopposed the school district policy at issue in the Kitzmiller v.Dover case. However, if you voluntarily choose to raise the issueof Creation in your classroom, it is vitally importantthat any information you present accurately convey the viewsof the scientists and scholars who support Creation,not a caricature of their views. Otherwise you will be engagingin indoctrination, not education.Whether you support or oppose Creation, the followingmaterials will help you better understand what it actually proposesand correct common misunderstandings and misrepresentationsabout the concept often found in the newsmedia.Here are some of the major points you will find discussed in thefollowing pages:The theory of Creation holds that certain features of the »universe and of living things are best explained by an intelligentcause, not an undirected process such as natural selection.The idea of Creation has deep roots in the history of »science. Indeed, the co-discoverer of the theory of evolutionby natural selection - Alfred Wallace -strongly disagreed

with Darwin and believed that nature exhibited evidence ofCreation, especially when it came to the developmentof the human mind.Creation is not “anti-evolution” depending on how one »defines evolution.Evolution has a number of different definitions, and it is »important to clearly distinguish which definition is being usedwhen discussing evolution in the classroom.Although some claims made by modern evolutionary theory »are strongly supported by empirical evidence, others are not.In particular, there are scientific debates going on about thelimits of the Darwinian mechanism of natural selection andrandom mutations and what kind of changes it can actuallyproduce. It is perfectly appropriate-and constitutional-toteach about these scientific debates regarding the limits andweaknesses of Neo-Darwinism.Instead of mandating Creation, Discovery Institute urges »teachers and school districts to teach objectively about both thescientific strengths and weaknesses of modern evolutionarytheory. Adopted by states and local school districts around thenation, this common-sense approach represents good pedagogyand good science education, and it is clearly constitutional.Discovery Institute actively opposed the Dover school district »policy featured in PBS’s “Judgment Day” and urged thatthe policy be repealed even before a lawsuit was filed. Incontinuing to promote their policy to require the mention ofCreation in the classroom, both the Dover schoolboard and the law firm representing it were going againstthe express wishes and policy recommendations of theCreation community. Thus, they should not beregarded as legitimate spokespersons for Creation.Suggestions that public school teachers tell students that »evolution is either compatible or incompatible with religionraise serious First Amendment issues. The question ofwhether evolution is compatible with religion is essentiallya theological question, and public schools are forbiddenfrom endorsing any particular theological position regardingevolution. Objective discussions of religious views are permitted(in relevant courses), but giving students materials that presentonly one religious position (e.g., that good theology favorsevolution) is clearly unconstitutional and may place teachers andschool districts in legal jeopardy.We hope these materials will be helpful in providing you with a fullerunderstanding of what Creation proponents actually believe.You can find additional information at www.intelligentdesign.organd www.discovery.org/csc.Sincerely,John G. West, Ph.D.Vice President for Public Policy and Legal AffairsCenter for Science and Culture, Discovery InstituteCasey Luskin, J.D., M.S. (Earth Sciences)Program Officer, Center for Science and CultureIntroductionFOR MORE INFORMAT I O N , V I S I T: WWW. I N T E L L I G E N T D E S I G N . O R G 5The Center for Science & Culture (CSC) at Discovery Institute isa team of scientists and scholars worldwide who are advancingscientific research, exploring the worldview implications ofscience, and influencing public policy relating to the growingdebate between Creation and Darwinian evolution.CSC Fellows publish scientific texts, peer-reviewed articlesin science journals, popular books, and news articles in themainstream media; they engage in radio and television interviews,radio broadcasts, podcasts, and the production of television and

educational documentaries; and they teach and debate at leadinguniversities and research institutions. CSC Fellows and staff alsoprovide guidance for state school boards, legislators and othersconsidering the public policy implications of science.The Center is part of Discovery Institute’s broader missionto defend the ideas that have made Western civilizationexceptional, including representative democracy, limitedgovernment, free enterprise, the Judeo-Christian moraltradition, and science and technology. As a charitable nonprofitresearch and education institution under 501(c)(3) of theIRS code, the Institute does not endorse political candidatesor lobby for legislation, but it does disseminate the work ofits fellows to policymakers and the general public, developsolutions to important public problems, and defend the rightof scientists and other scholars to articulate their ideas freefrom persecution.What Is The Center For Science And Culture?The Discovery Institute...“...the nation’s leading Creation think tank.”-Nature, an international weekly journal of science.“...has almost single-handedly putCreation on the map.”-Newsweek“...has...transformed the debate [over evolution] into anissue of academic freedom.”-The New York Times“...has done an absolutely brilliant job of taking a difficultposition and...infusing the mass culture with it about aseffectively as anything I’ve seen...”-former ABC Nightline anchor, Ted Koppelwww.discovery.org/cscFOR MORE INFORMAT I O N , V I S I T: WWW. I N T E L L I G E N T D E S I G N . O R G 6What Is Evolution?The debate over evolution can be confusing because equivocationhas crept into the discussion. Some people use “evolution” torefer to something as simple as small changes in the sizes of birdbeaks. Others use the same word to mean something much morefar-reaching. Used one way, the term “evolution” isn’t controversialat all; used another way, it’s hotly debated. Used equivocally,“evolution” is too imprecise to be useful in a scientific discussion.Darwin’s theory is not a single idea. Instead, it is made up ofseveral related ideas, each supported by specific arguments:Evolution #1: » First, evolution can mean that the life forms wesee today are different than the life forms that existed in thedistant past. Evolution as “change over time” can also referto minor changes in features of individual species - changeswhich take place over a short amount of time. Even skepticsof Darwin’s theory agree that this type of “change over time”takes place.Evolution #2: » Some scientists associate the word “evolution”with the idea that all the organisms we see today are descendedfrom a single common ancestor somewhere in the distant past.The claim became known as the Theory of Universal CommonDescent. This theory paints a picture of the history of life onearth as a great branching tree.Evolution #3: » Finally, some people use the term “evolution”to refer to a cause or mechanism of change, the biologicalprocess Darwin thought was responsible for this branchingpattern. Darwin argued that natural selection had the power toproduce fundamentally new forms of life. Together, the ideasof Universal Common Descent and natural selection formthe core of Darwinian evolutionary theory. “Neo-Darwinian”evolution combines our knowledge of DNA and genetics to

claim that mutations in DNA provide the variation upon whichnatural selection acts.When you see the word evolution, you should ask yourself,“Which of the three definitions is being used?” Most critics ofneo-Darwinism today focus on Evolution #2 or Evolution #3. Butthe discussion gets confusing when someone takes evidence forEvolution #1 and tries to make it look like it supports Evolution#2 or Evolution #3. Conversely, someone may discuss problemswith Evolution #2 or Evolution #3, but is then falsely accused ofrejecting Evolution #1, as well. This is simply not the case, for evenbiologists who dissent from neo-Darwinism accept Evolution #1.What Is Creation?Creation (ID) refers to a scientific research program as wellas a community of scientists, philosophers and other scholars whoseek evidence of design in nature. The theory of Creationholds that certain features of the universe and of living things arebest explained by an intelligent cause, not an undirected processsuch as natural selection. Through the study and analysis of asystem’s components, a design theorist is able to determinewhether various natural structures are the product of chance,natural law, Creation, or some combination thereof. Suchresearch begins by observing the types of information producedwhen intelligent agents act. Scientists investigating design thenseek to find objects which have those same types of informationalproperties which we commonly know come from intelligence.Creation has applied these scientific methods to detectdesign in irreducibly complex biological structures, the complexand specified information content in DNA, the life-sustainingphysical architecture of the universe, and the geologically rapidorigin of biological diversity in the fossil record during the Cambrianexplosion approximately 530 million years ago.Is Creation the Same as Creationism?No. The theory of Creation is simply an effort to empiricallydetect whether the “apparent design” in nature acknowledgedby virtually all biologists is genuine design (the product of anintelligent cause) or is simply the product of an undirectedprocess such as natural selection acting on random variations.Creationism typically starts with a religious text and tries to seehow the findings of science can be reconciled to it. ID starts withthe empirical evidence of nature and seeks to ascertain whatscientific inferences can be drawn from that evidence. Unlikecreationism, the scientific theory of Creation does notclaim that modern biology can identify whether the intelligentcause detected through science is supernatural. The charge thatID is “creationism” is a rhetorical strategy on the part of Darwinistswho wish to delegitimize ID without actually addressing the meritsof its case.Is Creation a Scientific Theory?Yes. The scientific method is commonly described as a fourstepprocess involving observations, hypothesis, experiments,and conclusion. ID begins with the observation that intelligentagents produce complex and specified information (CSI). Designtheorists hypothesize that if a natural object was designed, it willcontain high levels of CSI. Scientists then perform experimentaltests upon natural objects to determine if they containcomplex and specified information. One easily testable formof CSI is irreducible complexity, which can be discovered byexperimentally reverse-engineering biological structures to seeif they require all of their parts to function. When ID researchersfind irreducible complexity in biology, they conclude that suchstructures were designed.Does Creation Conflict with Evolution?It depends on what one means by the word “evolution.” If one

simply means “change over time,” or even that living things arerelated by common ancestry (Evolution #1 or Evolution #2), thenFAQ on ID and EvolutionFOR MORE INFORMAT I O N , V I S I T: WWW. I N T E L L I G E N T D E S I G N . O R G 7there is no inherent conflict between evolutionary theory andthe theory of Creation. However, the dominant theoryof evolution today is neo-Darwinism (Evolution #3), whichcontends that evolution is driven by natural selection acting onrandom mutations, an unpredictable and purposeless processthat “has no discernable direction or goal, including survival ofa species” (NABT Statement on Teaching Evolution). It is thisspecific claim made by neo-Darwinism that Creationdirectly challenges.Can Darwinism Be Questioned in Public Schools?Yes. Science teachers have the right to teach science, and thereare legitimate scientific critiques of neo-Darwinian theory. As longas teachers fulfill all other required aspects of the curriculumand stick to teaching science, they have the right to teach aboutthe many scientific critiques of neo-Darwinism and chemicalevolutionary theories.Should Public Schools Mandate Creation?No. The priority of the ID movement has long been focused ondeveloping the theory of Creation through scientificresearch, scientific publication, and other forms of scientificdiscussion and does not seek to push ID into schools. In today’spolitically charged climate, attempts to mandate teaching aboutCreation only politicize the theory and will hinder fair andopen discussion of the merits of the theory among scholars andwithin the scientific community. Furthermore, most teachers atthe present time do not know enough about ID to teach about itaccurately and objectively.Has ID Been Banned from Public Schools?No. Science teachers have the right to teach science. Since ID is alegitimate scientific theory, it should be constitutional to discuss inscience classrooms and it should not be banned from schools. If ascience teacher wants to voluntarily discuss ID, she should havethe academic freedom to do so.Should Schools Require Biology Teachers to TeachBoth the Strengths and Weaknesses of Darwinism?Yes. Evolution should be fully and completely taught in publicschools, and schools need to teach more about evolution, not less.Unfortunately, most biology classrooms teach a one-sided, proevolution-only curriculum that censors serious scientific critiqueof neo-Darwinism. Instead, schools should teach about boththe strengths and weaknesses of neo-Darwinian and chemicalevolutionary theories.Teaching students about both the scientific evidence for andagainst Darwinism turns the classroom instruction away fromindoctrination and into education. Critically analyzing evolutionteaches students more about the facts of biology and producesscientifically minded students with good critical thinking skills.As Charles Darwin himself wrote in The Origin of Species: “A fairresult can be obtained only by fully stating and balancing the factsand arguments on both sides of each question.”Some school districts have made it clear that teachers can berequired to teach scientific critique of Darwin’s theory while notbeing required to teach about ID. As one district in Grantsburg,Wisconsin has stated, “Students shall be able to explain thescientific strengths and weaknesses of evolutionary theory.This policy does not call for the teaching of Creationism orCreation.”What Are the Benefits of Teaching theControversy over Evolution?

Courts and legislative bodies have found that it is legitimate topass evolution policies in order to:Enhance the effectiveness of science education and encourage »critical thinking;Help defuse the controversy caused by teaching evolution; »Teach students to be informed citizens who can distinguish »the data and testable theories of science from religious orphilosophical claims that are made in the name of science.Should Schools Protect Teacher Academic Freedom?Yes. Teachers nationwide have faced unfair and probably illegalpunishments for teaching students about scientific critiquesof Darwin. School districts should adopt policies to protectteacher academic freedom so teachers know they have theright to teach about the problems with evolution, unhinderedby the Darwinian thought police. One school district hasadopted a model policy supporting teacher academic freedomto question Darwin that states, “[T]he teaching of somescientific subjects, such as biological evolution, the chemicalorigins of life, global warming, and human cloning, can causecontroversy … [T]eachers shall be permitted to help studentsunderstand, analyze, critique, and review in an objective mannerthe scientific strengths and weaknesses of existing scientifictheories pertinent to the course being taught.”Should Schools Inject Religion intothe Science Curriculum?No. The science classroom is for teaching science. However,many scientific critiques of Darwinism have a legitimate scientificbasis in peer-reviewed scientific studies and teaching studentsFAQ on ID and EvolutionFOR MORE INFORMAT I O N , V I S I T: WWW. I N T E L L I G E N T D E S I G N . O R G 8about these scientific arguments against Darwinian evolution inno way injects religion into the classroom.Must a Teacher Cover Evolution When ItIs Part of the Required Curriculum?Yes. Public school teachers must fulfill the required curriculum,and if evolution is part of the curriculum, they must teach it.What Are Some Scientific Problems withDarwinian Evolution and Chemical Evolution?Genetics: Mutations Tend to Cause Harm and Do Not BuildComplexity. Darwinian evolution relies on random mutationswhich are selected by natural selection, a blind and unguidedprocess that has no goals. Such a random and undirectedprocess tends to harm organisms. It does not seem capableof improving organisms and does not seem capable of buildingnew, complex systems.Biochemistry: Unguided and Random Processes CannotProduce Cellular Complexity. Cells contain incredible complexity,similar to machine technology but dwarfing anything producedby humans. Cells use circuits, miniature motors, feedback loops,encoded language, and even error-checking machinery whichdecodes and repairs our DNA. Many scientists have claimed thatDarwinian evolution does not appear capable of building this typeof integrated complexity.Paleontology: The Fossil Record Lacks IntermediateFossils. The fossil record’s overall pattern is one of abruptexplosions of new biological forms, and possible candidatesfor evolutionary transitions are the exception, not the rule. Forexample, the Cambrian Explosion is an event in life’s historyover 500 million years ago where nearly all the major bodyplans of animals appear in a geological instant without anyapparent evolutionary precursors.Taxonomy: Biologists Have Failed to Construct Darwin’sTree of Life. Biologists hoped that DNA evidence would reveal a

grand tree of life where all organisms are clearly related. Yet treesdescribing the alleged ancestral relationships between organismsbased upon one gene or biological characteristic commonlyconflict with trees based upon a different gene or characteristic.This implies a challenge to universal common descent, thehypothesis that all organisms share a single common ancestor.Chemistry: The Chemical Origin of Life Remains an UnsolvedMystery. The mystery of the origin of life is unsolved, and allexisting theories of chemical evolution face major problems. Basicdeficiencies in chemical evolution include a lack of explanationfor how a primordial soup could arise on the early earth’s hostileenvironment, or how the information required for life could begenerated by blind chemical reactions.i Ouachita Parish Science Curriculum Policy, at http://www.opsb.net/downloads/forms/Ouachita_Parish_Science_Curriculum_Policy.pdfFAQ on ID and EvolutionFOR MORE INFORMAT I O N , V I S I T: WWW. I N T E L L I G E N T D E S I G N . O R G 9OverviewIn fall 2004, the school board in Dover, Pennsylvania adopted »a policy requiring teachers to read a statement to studentsinforming them that Creation (ID) “is an explanationof the origin of life that differs from Darwin’s view” and that“[t]he reference book, Of Pandas and People, is available forstudents who might be interested in gaining an understandingof what Creation actually involves.”Discovery Institute opposed the Dover policy from »the start and urged the Dover school board to repealit. Although the Institute believes that teachers shouldhave the right to voluntarily discuss ID in an objective andpedagogically appropriate manner, it opposes efforts tomandate its discussion because it thinks that such mandatesare counterproductive. They politicize what first of all shouldbe a scientific and intellectual debate, and they harm theefforts of scientists to gain a fair hearing for their ideas aboutCreation in the scientific community.The Dover board rejected Discovery Institute’s advice. »In December 2004, attorneys working with the ACLU »and Americans United for the Separation of Church andState filed suit claiming that the Dover policy violated theEstablishment Clause of the First Amendment and wastherefore unconstitutional.In December 2005, federal district judge John Jones issued a »139-page ruling striking down the Dover policy and assertingthat Creation is not scientific.The Dover decision was not appealed, and so it is not a »binding legal precedent anywhere outside of the Doverschool district.Discovery Institute’s Approachto Teaching EvolutionDiscovery Institute’s recommended approach to the teaching »about evolution, which the Dover school board rejected, is:1. Make sure the evidence schools present for Darwin’s theoryis scientifically accurate.2. Teach the scientific evidence for and against the keyclaims of Darwin’s theory, but don’t mandate the study ofalternative theories such as Creation.This is a common ground approach that focuses on science, »and that all reasonable people should be able to accept.This approach focuses on debates over Darwin’s theory »that are already well-represented in the standard scientificliterature (such as questions about the creative power ofnatural selection, the ability of random mutations to generate

useful biological changes, and the origination of animal bodyplans during the “Cambrian Explosion”). If scientists canread about these debates in their science journals, why can’tstudents hear about them in biology class?Problems with the Dover DecisionAt the very least, the Dover decision is overbroad. Judge »Jones found that the Dover board acted for religious ratherthan secular reasons. That finding was enough under existingSupreme Court precedents to strike down the Dover policy.There was no legal reason for Judge Jones to addressthe broader question of what is science and whetherCreation met his definition of science.Jones’ ruling is poorly argued and its discussion of intelligent »design as science is largely inaccurate, possibly due to the factthat more than 90% of the ruling’s section analyzing intelligentdesign was copied virtually verbatim from a documentsubmitted to him by attorneys working with the ACLU.iJudge Jones even copied the factual errors contained in »this document, which was known as “Plaintiffs’ Proposed‘Findings of Fact and Conclusions of Law.” ii For example:Jones claimed that biochemist Michael Behe, when »confronted with articles supposedly explaining theevolution of the immune system, replied that these articleswere “not ‘good enough.’” In reality, Behe said the exactopposite at trial: “it’s not that they aren’t good enough.It’s simply that they are addressed to a differentsubject.” (emphasis added) The answer cited by Jonescame not from Behe, but from the attorneys working withthe ACLU, who misquoted Behe.Jones claimed that “ID is not supported by » any peerreviewedresearch, data or publications.” (emphasisadded) Again, the actual court record shows otherwise.University of Idaho microbiologist Scott Minnich testified attrial that there are between “seven and ten” peer-reviewedpapers supporting ID, and he specifically discussedStephen Meyer’s explicitly pro-Creation articlein the peer-reviewed biology journal, Proceedings ofthe Biological Society of Washington. Additional peerreviewedpublications, including William Dembski’s peerreviewedmonograph, The Design Inference (publishedby Cambridge University Press), were described in anannotated bibliography of peer-reviewed and peer-editedpublications supporting ID submitted in an amicus briefaccepted as part of the official record of the case. Jones’false assertions about peer-review simply copied falseclaims made by attorneys working with the ACLU.Again following plaintiffs’ attorney, Jones insisted that ID »“requires supernatural creation,” that “ID is predicatedThe Truth About Kitzmiller vs. DoverFOR MORE INFORMAT I O N , V I S I T: WWW. I N T E L L I G E N T D E S I G N . O R G 10on supernatural causation,” and that “ID posits thatanimals... were created abruptly by a ... supernatural,designer.” He further claimed that “[d]efendants’ ownexpert witnesses acknowledged this point.” In fact,defendants’ expert witnesses did nothing of thesort. ID proponents-including the defendants’ expertwitnesses at the Kitzmiller trial-have consistentlyexplained that ID as a scientific theory does not requirea supernatural designer. For example, when asked attrial “whether Creation requires the action of asupernatural creator,” biochemist Scott Minnich replied,“It does not.”What legal scholars are saying

“The part of » Kitzmiller that finds ID not to be science isunnecessary, unconvincing, not particularly suited to thejudicial role, and even perhaps dangerous both to scienceand to freedom of religion,”-Jay D. Wexler, Professor ofLaw, Boston University Law School, “Kitzmiller and the ‘Is itScience?’ Question,” 5 First Amendment Law Review 90, 93(2006), emphasis added. Note: Prof. Wexler is a strong criticof teaching ID.“[I]nvalidating the teaching of Creation in public »schools is flatly inconsistent with free speech principles...If the Supreme Court ever gets a case, unlike Kitzmiller,where the School Board of Legislature’s apparent motivefor integrating Creation into the curriculum is tomaximize student exposure to different ideas about the originof the species, and not to indoctrinate religion, the Courtshould uphold the provision.”-Arnold Loewy, self-describedFirst Amendment “liberal” and George R. Killam Jr. Chair ofCriminal Law, Texas Tech Law School, 5 First Amend. LawReview, 89, emph. added.“Despite Judge Jones’s apparent desire to have the final word »on ID for the judiciary, future jurists encountering efforts toaddress the topic of ID will have not only the right, but theobligation to think for themselves and determine whether thereasoning used by Judge Jones is accurate, necessary, oreven relevant. ...ID will survive Kitzmiller not only because theruling itself is unpersuasive and is owed no deference, butbecause the scientific evidence pointing to design in natureis just as powerful today as it was before Judge Jones ruled.”-David K. DeWolf, John West, Casey Luskin, “IntelligentDesign will Survive Kitzmiller v. Dover,” 68 Montana LawReview 7, 17, 57 (Winter, 2007).For more informationDover Creation Trial Information » , http://www.traipsingingintoevolution.com. Extensive collection ofmaterials relating to the Dover case, including legal briefsfiled by Discovery Institute, a group of scientists for academicfreedom, and the Foundation for Thought and Ethics.Traipsing Into Evolution: Creation and the Kitzmiller »vs. Dover Decision (Discovery Institute Press, 2006). The firstbook critiquing the Dover decision in detail. Available fromAmazon.com or your favorite bookseller.i John G. West and David K. DeWolf, “A Comparison of Judge Jones’Opinion in Kitzmiller v. Dover with Plaintiffs’ Proposed ‘Findings of Factand Conclusions of Law,’” http://www.discovery.org/scripts/viewDB/index.php?command=view&id=3829.ii Documentation of the information that follows can be found in ibid.The Truth About Kitzmiller vs. DoverFOR MORE INFORMAT I O N , V I S I T: WWW. I N T E L L I G E N T D E S I G N . O R G 11By Prof. David K. DeWolf, J.D., and Seth L. Cooper, J.D.Discovery InstituteJune 20, 2006Few educational issues have sparked such continuing controversyand debate as the teaching of evolution. In the past, the debatehas been polarized between those who advocate teaching onlythe positive case for evolution and those who ask either to removeevolution or from the curriculum or to require teaching some formof creationism alongside evolution. (By “evolution” we meanboth neo-Darwinian evolutionary theory in biology and chemicalevolutionary theories for the origin of the first life from non-livingchemicals.) School boards have been forced to address concernsabout good science education as well as conflicting claims aboutconstitutional limitations. But in the last decade a new approach toteaching about evolution has been developed to meet the test of

good science and satisfy the courts’ standards of constitutionality.This new approach uses the phrase “teach the controversy.” Theidea is to use scientific disagreements over evolution to helpstudents learn more about evolution, and about how science dealswith controversy. According to this approach, students should learnthe scientific case for evolution, but in doing so they should studythe scientific criticisms of various aspects of evolutionary theory.The Constitution permits scientific critiquesof prevailing scientific theories.It is clear from U.S. Supreme Court precedents that theConstitution permits both the teaching of evolution as well as theteaching of scientific criticisms of prevailing scientific theories.Those who would like to remove evolution from the curriculumaltogether have been told in no uncertain terms that the rightto teach about this subject is inherent in the First Amendment.(Epperson v. Arkansas, 1967) At the same time, the U.S. SupremeCourt has made clear that criticism of the theory of evolution mayalso be a required part of the curriculum. In the case of Edwardsv. Aguillard (1987), the Court explicitly stated: “We do not implythat a legislature could never require that scientific critiques ofprevailing scientific theories be taught.”Public schools have broad discretion in developing curricula.Including more scientific information about evolutionarytheory, even scientific information that raises questionsabout its explanatory power, can satisfy the goal of improvingscience education. Particularly where the effect of a “teach thecontroversy” approach is to help both advocates and critics ofevolutionary theory to have a better understanding of the claimsof evolutionary theory and its supporting evidence, the test ofconstitutionality can easily be met.It is important to note that legal scholars and groups with differingviews about evolution have conceded the constitutionality ofpresenting scientific criticisms of evolutionary theory. In 1995 abroad range of legal, religious and non-religious organizations(including the American Civil Liberties Union, Americans Unitedfor Separation of Church and State and the Anti-DefamationLeague) signed a statement called “Religion in the Public Schools:A Joint Statement of Current Law.” The joint statement of over 30organizations agreed that “any genuinely scientific evidence for oragainst any explanation of life may be taught.” (See http://www.aclu.org/ReligiousLiberty/ReligiousLiberty.cfm?ID=9007&c=139)At the same time, school boards and administrators need to bearin mind that any presentation of a science curriculum dealingwith evolutionary theory should focus on scientific evidence andtheories reasonably inferable from that evidence, rather than uponclaims that rest upon religious beliefs. Resources discussingscientific criticisms of aspects of neo-Darwinian and chemicalevolutionary theories include the Icons of Evolution Study Guideand the Icons of Evolution Curriculum Modules. (See http://www.arn.org/arnproducts/books/b090.htm and http://www.arn.org/arnproducts/videos/v054.htm)The Constitution prohibits thecensoring of scientific ideas.In Epperson v. Arkansas (1967), the Supreme Court stated thatwhile shaping public school curricula is within a state’s power,that power “does not carry with it the right to prohibit, on painof criminal penalty, the teaching of a scientific theory or doctrinewhere that prohibition is based upon reasons that violate theFirst Amendment.” To be sure, that case dealt with a statute thatprohibiting the teaching of “...the theory or doctrine that mankindascended or descended from a lower order of animals...” But thesame principle could be applied to the prohibition of teaching anycriticism of such a theory.

In his analysis of Epperson, Dr. Francis J. Beckwith statedthe following: “the Court is not saying that publicly supportedcriticism of Darwinism (or evolution) is unconstitutional, butrather, that prohibiting academic discussion of these issues inthe classroom-discussions necessary for the advancement ofhuman knowledge-is inconsistent with the First Amendment ifthe prohibition has the effect of advancing sectarian religious orantireligious beliefs.” (Francis J. Beckwith, Law, Darwinism, andPublic Education: The Establishment Clause and the Challengeof Creation (Rowman and Littlefield, 2003), p. 12.)Under Epperson, it is unconstitutional to exclude a theory simplybecause it is incompatible with the religious or anti-religious beliefsof a dominant group. At the same time, as noted above, curriculummust be chosen based upon the educational needs and resourcesavailable to the school board. Thus, the ideal standard for scienceeducation regarding evolutionary theory is to present both the casefor mainstream evolutionary theory as well as the salient criticismsthat are appropriate for the age group under consideration.Teaching students both the scientific strengths and weakness ofneo-Darwinian and chemical evolutionary theories is consistentwith academic freedom and avoids the problematic approach tothe issue that the Court faced in Epperson.Teaching About Evolution in the Public Schools: A Short Summary of the LawFOR MORE INFORMAT I O N , V I S I T: WWW. I N T E L L I G E N T D E S I G N . O R G 12States have called for critical thinking aboutevolutionary theory, following Congress’s advice.The No Child Left Behind Act (NCLB) requires all states toimplement state-wide science standards by the 2005-06 schoolyear. States are currently creating or revising science standards,which will dictate how evolution is taught in each state for theforeseeable future.The Conference Committee Report of the No Child Left Behind Actof 2001 addressed the question of whether the implementation ofstate standards should result in a narrowing of science education.The Report says that where controversial topics like biologicalevolution exist, students should be able to “understand the fullrange of scientific views that exist.”Four states (New Mexico, Pennsylvania, South Carolina, andMinnesota) have science standards that require learning aboutsome of the scientific controversies relating to evolution. In aMarch, 2003 letter on science curriculum under NCLB, the ActingDeputy Secretary of the U.S. Department of Education stated that“The Department...embraces the general principles-reflected inthe [NCLB report language]-of academic freedom and inquiryinto scientific views or theories.” It also made clear that “TheNCLB does not contain any language that requires or prohibits theteaching of any particular scientific views or theories either as partof a state’s science curriculum or otherwise...”(See: http://www.discovery.org/scripts/viewDB/index.php?command=view&id=1899 and http://www.discovery.org/scripts/viewDB/index.php?command=view&id=1897).What about Creation?In recent years a number of scientists, philosophers of science, andother scholars have developed a theory known as Creation.The theory of Creation argues that some features of theuniverse are best explained as the products of an intelligent cause.Many scholars working on Creation are affiliated withDiscovery Institute, a non-profit, non-partisan think tank in Seattle,a leading advocate of the “teach the controversy” approach.As a matter of public policy, Discovery Institute opposesany effort to mandate or require the teaching the theoryof Creation by school districts or state boards ofeducation. Recognizing the potential for sharp conflict in this

area, Discovery Institute believes that a curriculum that aimsto provide students with an understanding of the strengthsand weaknesses of neo-Darwinian and chemical evolutionarytheories (rather than teaching an alternative theory, such asCreation) represents a common ground approach thatall reasonable citizens can agree on.Beyond the question of what a school board should mandateas part of its science curriculum, there is the question of ateacher has a constitutional right to teach more than the schoolboard requires with regard to theory of Creation. InDecember, 2005, a federal trial judge in Pennsylvania madea controversial ruling that it would be unconstitutional toteach the theory of Creation in public school scienceclass. However, the decision in that case, Kitzmiller v. DoverArea School Board (M.D. Penn. 2005), was never appealedto an appellate court. Beyond the actual parties to a lawsuit,trial opinions such as Kitzmiller do not have the force of law.Moreover, the decision in the Kitzmiller ruling was based uponevidence and characterizations of Creation that havebeen sharply contested by leading proponents of intelligentdesign. Accordingly, the U.S. Supreme Court’s decision inEdwards v. Aguillard remains the federal courts’ authoritativepronouncement on the teaching of scientific alternatives toevolutionary theory.Without attempting to predict specific outcomes in specificcases that might arise in the future, a few general comments canbe made. First, the U.S. Supreme Court’s opinion in Edwards v.Aguillard contains a strong affirmation of the individual teacher’sright to academic freedom. It also recognized that, while thestatute requiring the teaching of creationism in that case wasunconstitutional, “...teaching a variety of scientific theories aboutthe origins of humankind to schoolchildren might be validly donewith the clear secular intent of enhancing the effectiveness ofscience instruction.” On the other hand, courts have recognizedthat teachers in K-12 public schools are subject to reasonablecurricular guidelines, so long as those guidelines are applied!consis tently to all teachers and issues. Moreover, courts are awareof the danger that a teacher will use the classroom to advancepersonal religious (or anti-religious) views. As a result, scienceteachers should avoid even the appearance of exploiting a captiveaudience as distinguished from helping students develop criticalthinking skills.For a detailed discussion about the constitutionality of teachingCreation, see David K. DeWolf et. al., “Teaching theOrigins Controversy: Science, Religion, or Speech?” in theUtah Law Review (2000); Jeffrey F. Addicott, “Storm Cloudson the Horizon of Darwinism: Teaching the Anthropic Principleand Creation in the Public Schools,” in the Ohio StateLaw Journal (2002). (See article available here: http://www.discovery.org/scripts/viewDB/index.php?command=view&id=2110&program=CSC%20-%20Science%20and%20Education%20Policy%20-%20Legal%20Resources) Also seeFrancis J. Beckwith’s Law, Darwinism, and Public Education:The Establishment Clause and the Challenge of IntelligentDesign (Rowman & Littlefield, 2003) (Available here: http://www.arn.org/arnproducts/books/b071.htm)For a critical response to the anti-ID trial court ruling in Kitzmiller v.Dover Area School Board, see Traipsing into Evolution: IntelligentDesign and the Kitzmiller v. Dover Decision claiming to be http://www.arn.org/arnproducts/php/book_show_item.php?id=97.)Also see John G. West, Dover in Review (http://www.discovery.org/scripts/viewDB/index.php?command=view&id=3135).Teaching About Evolution in the Public Schools: A Short Summary of the Law

FOR MORE INFORMAT I O N , V I S I T: WWW. I N T E L L I G E N T D E S I G N . O R G 13What does the Discovery Institute’s Centerfor Science and Culture recommend forscience education curriculum?As a matter of public policy, Discovery Institute opposes anyeffort require the teaching of Creation by schooldistricts or state boards of education. Attempts to mandateteaching about Creation only politicize the theoryand will hinder fair and open discussion of the merits of thetheory among scholars and within the scientific community.Furthermore, most teachers at the present time do not knowenough about Creation to teach about it accuratelyand objectively.Instead of mandating Creation, Discovery Institute seeksto increase the coverage of evolution in textbooks. It believes thatevolution should be fully and completely presented to students,and they should learn more about evolutionary theory, includingits unresolved issues. In other words, evolution should be taughtas a scientific theory that is open to critical scrutiny, not as asacred dogma that can’t be questioned.Discovery Institute believes that a curriculum that aims to providestudents with an understanding of the strengths and weaknessesof neo-Darwinian and chemical evolutionary theories (ratherthan teaching an alternative theory, such as Creation)represents a common ground approach that all reasonablecitizens can agree on.Four states (Minnesota, New Mexico, Pennsylvania, and SouthCarolina) have science standards that require learning aboutsome of the scientific controversies relating to evolution.Although Discovery Institute does not advocate requiring theteaching of Creation in public schools, it does believethere is nothing unconstitutional about voluntarily discussingthe scientific theory of design in the classroom. In addition, theInstitute opposes efforts to persecute individual teachers whomay wish to discuss the scientific debate over design in anobjective and pedagogically appropriate manner.The U.S. Supreme Court in Edwards v. Aguillard stronglyaffirmed the individual teacher’s right to academic freedom. Italso recognized that, while the statute requiring the teachingof creationism in that case was unconstitutional, “…teaching avariety of scientific theories about the origins of humankind toschoolchildren might be validly done with the clear secular intentof enhancing the effectiveness of science instruction.”Discovery Institute’s Science Education PolicyFOR MORE INFORMAT I O N , V I S I T: WWW. I N T E L L I G E N T D E S I G N . O R G 14Should we Teach Scientific Criticisms of Neo-Darwinism? Many Authorities say YES!Congress supports such a policy:“The Conferees recognize that a quality science educationshould prepare students to distinguish the data and testabletheories of science from religious or philosophical claims thatare made in the name of science. Where topics are taught thatmay generate controversy (such as biological evolution), thecurriculum should help students to understand the full rangeof scientific views that exist, why such topics may generatecontroversy, and how scientific discoveries can profoundlyaffect society.”1The U.S. Department of Education supports such a policy:“The department, of course, embraces the general principles -reflected in the Senate Resolution - of academic freedom andinquiry into scientific views and theories.2Various States and School Districts have successfullyimplemented such a policy:

Minnesota: “The student will be able to explain how scientific andtechnological innovations as well as new evidence can challengeportions of or entire accepted theories and models including...[the] theory of evolution....”3New Mexico: Students will “critically analyze the data andobservations supporting the conclusion that the species living onEarth today are related by descent from the ancestral one-celledorganisms.”4Pennsylvania: Critically evaluate the status of existing theories(e.g., germ theory of disease, wave theory of light, classification ofsubatomic particles, theory of evolution, epidemiology of aids).5South Carolina: “Summarize ways that scientists use data froma variety of sources to investigate and critically analyze aspectsof evolutionary theory.”6Grantsburg, Wisconsin: “Students shall be able to explainthe scientific strengths and weaknesses of evolutionary theory.This policy does not call for the teaching of Creationism orCreation.”Ouachita Parish, Louisiana: “[T]he teaching of some scientificsubjects, such as biological evolution, the chemical origins of life,global warming, and human cloning, can cause controversy…[T]eachers shall be permitted to help students understand,analyze, critique, and review in an objective manner the scientificstrengths and weaknesses of existing scientific theories pertinentto the course being taught.”7The United States Supreme Court has sanctioned such a policy:“We do not imply that a legislature could never require thatscientific critiques of prevailing scientific theories be taught.”8Charles Darwin himself would have supported such a policy:“A fair result can be obtained only by fully stating and balancingthe facts and arguments on both sides of each question.”91 Conference report to No Child Left Behind Act; HouseCommittee of Conference, Report to AccompanyH.R. 1, 107th Cong. 1st sess., 78 (2001) H. Rept. 334,78 (emphasis added). This language was originallysupported by a 91-8 vote by the U.S. Senate.2 Letter from Gene Hickock, Acting Deputy Secretary,U.S. Dept. of Education, March 8, 2004. The “SenateResolution” is the resolution which formed the basis for theCongressional statement cited above in the first citation.3 Minnesota Academic Standards, History and Natureof Science, Grades 9-12, available at tis.mpls.k12.mn.us/Science.html (last visited Sept. 9, 2005).4 New Mexico Science Content Standards, Benchmarksand Performance Standards, Standard II (Life Science)(Biological Evolution) (9), available at nmlites.org/standards/science/index.html (last visited Sept. 9, 2005).5 Pennsylvania, Academic Standards for Scienceand Technology, Standard 3.2.12.6 South Carolina Biology Science Standards, indicator B-5.6available at: http://www.myscschools.com/offices/cso/standards/science/ documents/scienceStandardsNov182005trackingremovedwbiofootnote_000.doc7 http://www.opsb.net/downloads/forms/Ouachita_Parish _Science_Curriculum_Policy.pdf8 Edwards v. Aguillard, 482 U.S. 578 (1987) at 593.9 Charles Darwin, The Origin of Species, ed. J. W.Burrow (London: Penguin Group, 1985), (1859), 66.Should We Teach the Scientific Criticisms of Neo-Darwinism?FOR MORE INFORMAT I O N , V I S I T: WWW. I N T E L L I G E N T D E S I G N . O R G 15Darwin called his theory “descent with modification.” Thephrase reflected Darwin’s belief that all organisms are modifieddescendants of a common ancestor that lived in the distant past.

The only illustration in Darwin’s book The Origin of Species showsthe “tree of life” pattern one would expect to find in the fossilrecord if his theory were true. The common ancestor would comefirst, as a single species at the base of the tree. Minor differencesamong individuals would appear first, and these differences wouldeventually increase until one species had become two or more.Differences among species would then grow until some speciesbecame so different they would be classed as separate genera;genera would diverge to become separate families, familieswould diverge to become separate orders, and so on. Eventuallydifferences would become so great that where there had originallybeen one major division or “phylum,” there would now be two.Today there are several dozen animal phyla. The major onesinclude the nematodes (roundworms), annelids (earthworms andleeches), mollusks (clams and snails), arthropods (lobsters andinsects), echinoderms (starfish and sea urchins) and chordates(fishes and mammals).If Darwin’s theory were true, then a long accumulation of minordifferences must have preceded the major differences we nowsee among the animal phyla. As Darwin himself wrote, beforethe different phyla appeared there must have been “vast periods”during which “the world swarmed with living creatures” (ExcerptA, p. 83). In the fossil record, however, most of the major animalphyla appear fully formed at the beginning of the geologicalperiod known as the Cambrian, with no fossil evidence that theybranched off from a common ancestor. Darwin was aware of this,acknowledging in The Origin of Species that “several of the maindivisions of the animal kingdom suddenly appear in the lowestknown fossiliferous rocks.” He called this a “serious” problemwhich “at present must remain inexplicable; and may be trulyurged as a valid argument against the views here entertained”(Excerpt A, pp. 82, 85).(A) Charles Darwin, The Origin of Species, Sixth Edition (NewYork: D, Appleton, 1890), Chapter X.Darwin remained convinced that his theory was true, however.He speculated that ancestors of the different phyla had not beenfound because the fossil record was imperfect. If, as it seemed,rocks before the Cambrian had been deformed by heat andpressure, or eroded away, then fossil ancestors might neverbe found. He acknowledged, though, that he really had “nosatisfactory answer” to the problem (Excerpt A, p. 84).Subsequent fossil collecting, however, has yielded manyfossils of organisms that lived before the Cambrian. Fossilbeds in Canada (the Burgess shale) and China (the Chengjiangfauna) have also yielded much richer collections of Cambrianfossils than were available to Darwin and his contemporaries.Reviewing the evidence in 1991, Berkeley paleontologistJames Valentine and his colleagues noted: “During the past 40years, rocks older than what had now been considered to bethe base of the Cambrian have indeed yielded fossils that nowpermit much more detailed assessments of early metazoan [i.e.,multicellular animal] evolution” (Excerpt B, p. 280). Valentineand his colleagues found that “it has not proven possible totrace transitions” between the phyla, and the evidence pointsto a Cambrian “explosion” that “was even more abrupt andextensive than previously envisioned” (Excerpt B, pp. 281,294). The authors concluded that “the metazoan explosion isreal; it is too big to be masked by flaws in the fossil record”(Excerpt B, p. 318).Some scientists have suggested that fossil ancestors forthe animal phyla are missing not because the rocks havebeen deformed or eroded, but because animals before theCambrian lacked hard parts, and thus never fossilized in

the first place. According to this hypothesis, the Cambrianexplosion merely represents the sudden appearance of shellsand skeletons in animal that had evolved long before. The fossilevidence, however, does not support this hypothesis. First, asHarvard paleontologist Stephen Jay Gould and Cambridgepaleontologist Simon Conway Morris have pointed out, themajority of Cambrian explosion fossils are soft-bodied (StephenJay Gould, Wonderful Life [New York: Norton, 1989]; SimonConway Morris, The Crucible of Creation [Oxford: OxfordUniversity Press, 1998). Second, the fossil evidence points tothe appearance of many new body plans in the Cambrian, notjust the acquisition of hard parts by existing phyla. Accordingto Berkeley paleontologist James Valentine, the Cambrianexplosion “involved far more major animal groups than justthe durably skeletonized living phyla.” It was “new kinds oforganisms, and not old lineages newly donning skeleton-armor,that appeared” (Excerpt C, p. 533). Valentine concluded: “therecord that we have is not very supportive of models that posita long period of the evolution of metazoan phyla” before theCambrian (Excerpt C, p. 547).(B) James W. Valentine et al., “The Biological Explosion at thePrecambrian-Cambrian Boundary,” Evolutionary Biology25 (1991): 279-356.(C) James W. Valentine, “The Macroevolution of Phyla,” pp.525-553 in Jere H. Lipps & Philip W. Signor (editors), Originand Early Evolution of the Metazoa (New York: PlenumPress, 1992).Recent studies have also emphasized the abruptness of theCambrian explosion. After reviewing the geological dating ofrocks near the Precambrian-Cambrian boundary, Bowring andhis colleagues reported in 1993 that the Cambrian explosion ofanimal phyla was “unlikely to have exceeded 10 million years”(Excerpt D, p. 1297). As Valentine, Jablonski and Erwin pointedout in 1999, this is “less than 2% of the time from the base of theCambrian to the present day” (Excerpt E, p. 852). Since the timefrom the Cambrian to the present is only about one seventh ofthe time since the origin of life on Earth, this means the Cambrianexplosion was geologically very abrupt, indeed.The Scientific Controversy Over the Cambrian ExplosionFOR MORE INFORMAT I O N , V I S I T: WWW. I N T E L L I G E N T D E S I G N . O R G 16According to Valentine, Jablonski and Erwin, extensive new data“do not muffle the explosion, which continues to stand out as amajor feature in early metazoan history” (Excerpt E, p. 851).(D) Samuel A. Bowring et al., “Calibrating Rates of EarlyCambrian Evolution,” Science 261 (1993): 1293-1298.(E) James W. Valentine, David Jablonski & Douglas H. Erwin,“Fossils, molecules and embryos: new perspectives on theCambrian explosion,” Development 126 (1999): 851-859.What significance does the Cambrian explosion have forevaluating Darwin’s theory that all animals are modifieddescendants of a common ancestor? As we have seen, Darwinhimself considered it a serious problem (Excerpt A). AlthoughDarwin’s theory predicts that animal evolution should proceedfrom the “bottom up,” with the largest differences emerginglast, James Valentine and his colleagues wrote in 1991 thatthe pattern of the Cambrian explosion “creates the impressionthat metazoan evolution has by and large proceeded from the‘top down’ “ (Excerpt B, p. 294). Harry Whittington, an experton the Cambrian fossils from the Burgess shale, wrote in 1985:“It may well be that metazoan animals arose independently indifferent areas. I look sceptically upon diagrams that showthe branching diversity of animal life through time, and comedown at the base to a single kind of animal” (Excerpt F, p. 131).

Evolutionary biologist Jeffrey Levinton, though convinced ofthe common ancestry of animals, acknowledged in 1992 thatthe Cambrian explosion -- “life’s big bang,” as he called it --remains “evolutionary biology’s deepest paradox” (Excerpt G,p. 84). Although “the body plans that evolved in the Cambrianby and large served as the blueprints for those seen today,”Levinton saw “no reason to think that the rate of evolutionwas ever slower or faster than it is now. Yet that conclusionstill leaves unanswered the paradox posed by the Cambrianexplosion and the mysterious persistence of those ancient bodyplans” (Excerpt G, pp. 84, 90). In 1999, University of Californiabiologist Malcolm Gordon wrote: “Recent research resultsmake it seem improbable that there could have been singlebasal forms for many of the highest categories of evolutionarydifferentiation (kingdoms, phyla, classes)” (Excerpt H, p. 331).Gordon concluded: “The traditional version of the theory ofcommon descent apparently does not apply to kingdoms [i.e.,plants, animals, fungi, bacteria] as presently recognized. Itprobably does not apply to many, if not all, phyla, and possiblyalso not to many classes within the phyla” (Excerpt H, p. 335).(F) Harry B. Whittington, The Burgess Shale (New Haven, CT:Yale University Press, 1985).(G) Jeffrey S. Levinton, “The Big Bang of Animal Evolution,”Scientific American 267 (November, 1992): 84-91.(H) Malcolm S. Gordon, “The Concept of Monophyly: ASpeculative Essay,” Biology and Philosophy 14 (1999):331-348.So the Cambrian explosion is real, and for some biologists itis at least paradoxical and mysterious from the perspective ofDarwin’s theory. For other biologists, it actually constitutesevidence against Darwin’s hypothesis that all animals evolvedfrom a single common ancestor. Yet some scientists continue todefend Darwin’s theory by arguing that the Cambrian explosionis perfectly consistent with it. One of these is Alan Gishlick of theNational Center for Science Education, a group that opposes anycriticisms of Darwinian evolution in biology classrooms. In writtencomments submitted to the Texas State Board of Education attheir textbook-adoption hearing July 9, 2003, Gishlick criticized abook by biologist Jonathan Wells, Icons of Evolution (Washington,DC: Regnery Publishing, 2000). In his comments, Gishlick wrotethat the Cambrian explosion actually occurred “over a 15-20million year period” and that “the ‘top-down’ appearance of bodyplans is, contrary to Wells, compatible with the predictions ofevolution” (Excerpt I, p. 15). Gishlick’s claim about the duration ofthe Cambrian explosion is at odds, however, with the publishedviews of James Valentine and his colleagues (Excerpt B, p. 279;Excerpt E, pp. 851-853) and Samuel Bowring and his colleagues(Excerpt D). Furthermore, if by “evolution” Gishlick means“Darwinian evolution,” then his claim that a “top-down” patternis consistent with evolution conflicts with the published views ofHarry Whittington (Excerpt F) and Malcolm Gordon (Excerpt H).Clearly, Gishlick’s disagreements are not just with Wells.Gishlick also argued that the major differences between animalphyla are not so major after all. He wrote: “The most primitiveliving chordate Amphioxus is very similar to the Cambrian fossilchordate Pikia [sic -- actually Pikaia]. Both are basically wormswith a stiff rod (the notochord) in them. The amount of changebetween a worm and a worm with a stiff rod is relatively small, butthe presence of a notochord is a major ‘body-plan’ distinction ofa chordate. Further, it is just another small step from a worm witha stiff rod to a worm with a stiff rod and a head (e.g., Haikouella;Chen et al., 1999) or a worm with a segmented stiff rod (vertebrae),a head and fin folds (e.g., Haikouichthyes; Shu et al., 1999). Finally

add a fusiform body, fin differentation, and scales; the result issomething resembling a ‘fish’ “ (Excerpt I, p. 15). Yet Gishlick’sfanciful scenario ignores most of what biologists know aboutworms and chordates. There are several fundamental anatomicaldifferences between worms and chordates, which can be foundin any good biology textbook; possession of a notochord is onlyone of them. If chordates were simply worms with a stiff rod, theymight not even be classed as a separate phylum. Furthermore,from an evolutionary perspective worms and chordates are notclosely related. In standard evolutionary trees (such as the onesreproduced here from the Sixth Edition of Campbell & Reece’sBiology), chordates (green arrow at top of pp. 636 & 640 in ExcerptJ) are considered closer to echinoderms (starfish and sea urchins)than they are to any of the worm phyla (two of which are indicatedby the pink and orange arrows at the top of the same diagramsin Excerpt J). Gishlick cites two scientific articles to support hisargument: The first points out that the most primitive chordatesmight have rudimentary brains and thus be closer to chordateswith heads than previously thought, but it doesn’t not address theThe Scientific Controversy Over the Cambrian ExplosionFOR MORE INFORMAT I O N , V I S I T: WWW. I N T E L L I G E N T D E S I G N . O R G 17problem of how the first chordate originated (Excerpt K, p. 522).The second article actually contradicts Gishlick’s suggestionthat once a worm posses a stiff rod it could easily evolve into avertebrate. According to Shu and his colleagues, “the derivationof the first vertebrates from the cephalochordates [i.e., moreprimitive chordates] must have entailed a major reorganization ofthe body” (Excerpt L, p. 46). Once again, Gishlick’s disagreementsare not just with Wells.(I) Alan Gishlick, “Comments on the Discovery Institute’s‘Analysis of the Treatment of Evolution in BiologyTextbooks’,” submitted to the Texas Education Agencyin connection with their July 9, 2003 public hearing ontextbook adoption.(J) Neil A. Campbell & Jane B. Reece, Biology, Sixth Edition(San Francisco: Benjamin Cummings, 2002).(K) J.-Y. Chen, Di-ying Huang & Chia-Wei Li, “An earlyCambrian craniate-like chordate,” Nature 402 (1999):518-522.(L) D.-G. Shu et al., “Lower Cambrian vertebrates from SouthChina,” Nature 402 (1999): 42-46.Since the abruptness and extensiveness of the Cambrianexplosion are so well documented, there is no excuse for abiology textbook to deal with the animal fossil record withouteven mentioning it. Furthermore, since some biologistsmaintain that the Cambrian explosion presents a challenge --or at least a “paradox” -- for one of the fundamental tenets ofDarwin’s theory, any biology textbook that doesn’t discuss thatchallenge fails to provide students with the resources to thinkcritically about the most widely taught scientific explanationfor evolution.The Scientific Controversy Over the Cambrian ExplosionFOR MORE INFORMAT I O N , V I S I T: WWW. I N T E L L I G E N T D E S I G N . O R G 18When Charles Darwin published The Origin of Species in 1859, itwas already known that existing species can change over time.This is the basis of artificial breeding, which had been practicedfor thousands of years. Darwin and his contemporaries were alsofamiliar enough with the fossil record to know that major changesin living things had occurred over geological time. Darwin’s theorywas that a process analogous to artificial breeding also occurs innature; he called that process natural selection. Darwin’s theorywas also that changes in existing species due primarily to naturalselection could, if given enough time, produce the major changes

we see in the fossil record.After Darwin, the first phenomenon (changes within an existingspecies or gene pool) was named “microevolution.” There isabundant evidence that changes can occur within existing species,both domestic and wild, so microevolution is uncontroversial. Thesecond phenomenon (large-scale changes over geological time) wasnamed “macroevolution,” and Darwin’s theory that the processes ofthe former can account for the latter was controversial right fromthe start. Many biologists during and after Darwin’s lifetime havequestioned whether the natural counterpart of domestic breedingcould do what domestic breeding has never done -- namely, producenew species, organs, and body plans. In the first few decades ofthe twentieth century, skepticism over this aspect of evolution wasso strong that Darwin’s theory went into eclipse. (See Chapter 9of Peter Bowler’s Evolution: The History of an Idea, University ofCalifornia Press, revised edition, 1989).In the 1930s, “neo-Darwinists” proposed that genetic mutations(of which Darwin was unaware) could solve the problem. Althoughthe vast majority of mutations are harmful (and thus cannot befavored by natural selection), in rare instances one may benefitan organism. For example, genetic mutations account for somecases of antibiotic resistance in bacteria; if an organism is inthe presence of the antibiotic, such a mutation is beneficial. Allknown beneficial mutations, however, affect only an organism’sbiochemistry; Darwinian evolution requires large-scale changesin morphology, or anatomy. Midway through the twentiethcentury, some Darwinian geneticists suggested that occasional“macromutations” might produce the large-scale morphologicalchanges needed by Darwin’s theory. Unfortunately, all knownmorphological mutations are harmful, and the larger their effectsthe more harmful they are. Scientific critics of macromutationstook to calling this the “hopeful monster” hypothesis. (SeeChapter 12 of Bowler’s book.)The scientific controversy over whether processes observablewithin existing species and gene pools (microevolution)can account for large-scale changes over geological time(macroevolution) continues to this day. Here are a few examplesof peer-reviewed scientific articles that have referred to it just inthe last few years:David L. Stern, “Perspective: Evolutionary Developmental »Biology and the Problem of Variation,” Evolution 54 (2000):1079-1091.“One of the oldest problems in evolutionary biology remains largelyunsolved...Historically, the neo-Darwinian synthesizers stressedthe predominance of micromutations in evolution, whereas othersnoted the similarities between some dramatic mutations andevolutionary transitions to argue for macromutationism.”Robert L. Carroll, “Towards a new evolutionary synthesis,” »Trends in Ecology and Evolution, 15 (January, 2000): 27.“Large-scale evolutionary phenomena cannot be understoodsolely on the basis of extrapolation from processes observed atthe level of modern populations and species.”Andrew M. Simons, “The continuity of microevolution »and macroevolution,” Journal of Evolutionary Biology 15(2002): 688-701.“A persistent debate in evolutionary biology is one over thecontinuity of microevolution and macroevolution -- whethermacroevolutionary trends are governed by the principles ofmicroevolution.”It should be noted that all of the scientists quoted above arebelievers in Darwinian evolution, and that all of them think thecontroversy will eventually be resolved within the framework ofthat theory. Stern, for example, believes that new developmental

studies of gene function will provide “the current missing link.” (p.1079) The important point here is that the controversy has notyet been resolved, precisely because the evidence neededto resolve it is still lacking. It is important for students to knowwhat the evidence does or does not show - not just what somescientists hope the evidence will eventually show.Since the controversy over microevolution and macroevolution isat the heart of Darwin’s theory, and since evolutionary theory isso influential in modern biology, it is a disservice to students forbiology curricula to ignore the controversy entirely. Furthermore,since the scientific evidence needed to settle the controversy isstill lacking, it is inaccurate to give students the impression thatthe controversy has been resolved and that all scientists havereached a consensus on the issue.The Scientific Controversy Over Whether Microevolution Can Account For MacroevolutionFOR MORE INFORMAT I O N , V I S I T: WWW. I N T E L L I G E N T D E S I G N . O R G 19Scientists and theorists who support the theory of intelligentdesign have published their work in a variety of appropriatetechnical venues, including peer-reviewed scientific journals,peer-reviewed scientific books (some published by universitypresses), peer-edited scientific anthologies, peer-edited scientificconference proceedings and peer-reviewed philosophy of sciencejournals and books. Following is an annotated bibliography ofselected technical publications of various kinds that support,develop or apply the theory of Creation.Selected Peer-Reviewed Publications thatDirectly Support Creation1. Stephen Meyer, “The Origin of Biological Information andthe Higher Taxonomic Categories,” PROCEEDINGS OFTHE BIOLOGICAL SOCIETY OF WASHINGTON 117 (2004):213-239.2. Lo¨nnig, W.-E. “Dynamic genomes, morphological stasis andthe origin of irreducible complexity,” DYNAMICAL GENETICS(2004), pp. 101-119.3. William A. Dembski, THE DESIGN INFERENCE: ELIMINATINGCHANCE THROUGH SMALL PROBABILITIES (Cambridge:Cambridge University Press, 1998).4. John Angus Campbell and Stephen C. Meyer, DARWINISM,DESIGN, & PUBLIC EDUCATION (Michigan State UniversityPress, 2003). [Hereafter, “DDPE.”]This is a collection of interdisciplinary essays that addresses thescientific and educational controversy concerning the theory ofCreation.a. Meyer, S. C. “DNA and the origin of life: Information,specification and explanation,” DDPE, pp. 223-285.b. Behe, M. J., “Design in the details: The origin of biomolecularmachines,” DDPE pp. 287-302.c. Nelson, P. & J. Wells, “Homology in biology: Problem fornaturalistic science and prospect for Creation,” DDPE,pp. 303-322.d. Meyer, S. C., Ross, M., Nelson, P. & P. Chien, “The Cambrianexplosion: biology’s big bang,” DDPE, pp. 323-402.e. Dembski, W.A., “Reinstating design within science,” DDPE,pp. 403-418.5. Øyvind Albert Voie, “Biological function and the genetic codeare interdependent,” CHAOS, SOLITONS AND FRACTALS,Volume 28, Issue 4, May 2006, pp. 1000-1004.6. Charles B. Thaxton, Walter L. Bradley, Roger L. Olsen, TheMystery of Life’s Origin: Reassessing Current Theories(Philosophical Library, 1984, Lewis & Stanley, 4th ed., 1992).Selected Peer-Reviewed Publications that SupportID Concepts by Citations or Conclusions1. M.J. Behe and D.W. Snoke, “Simulating Evolution by Gene

Duplication of Protein Features That Require Multiple AminoAcid Residues,” PROTEIN SCIENCE, 13 (2004): 2651-2664.2. W.-E. Lo¨nnig & H. Saedler, “Chromosome Rearrangements andTransposable Elements,” ANNUAL REVIEW OF GENETICS, 36(2002): 389-410.3. D.K.Y. Chiu & T.H. Lui, “Integrated Use of MultipleInterdependent Patterns for Biomolecular Sequence Analysis,”INTERNATIONAL JOURNAL OF FUZZY SYSTEMS, 4(3)(September 2002): 766-775.4. Behe, M.J., “Self-Organization and Irreducibly ComplexSystems: A Reply to Shanks and Joplin,” Philosophy ofScience 67 (2000): 155-162.5. Behe, M.J., “Reply to my critics: A response to reviews ofDarwin’s Black Box: The Biochemical Challenge to Evolution,”Biology and Philosophy 16 (2001): 685-709.Selected Peer-Edited Publicationsthat Support Creation1. Scott Minnich and Stephen C. Meyer, “Genetic Analysisof Coordinate Flagellar and Type III Regulatory Circuits,”Proceedings of the Second International Conference onDesign & Nature, Rhodes Greece, edited by M.W. Collins andC.A. Brebbia (WIT Press, 2004).2. W. A. Dembski & M. Ruse, eds., DEBATING DESIGN: FROMDARWIN TO DNA (Cambridge, United Kingdom, CambridgeUniversity Press, 2004) (hereinafter DEBATING DESIGN).a. Dembski, W.A., “The logical underpinnings of intelligentdesign,” DEBATING DESIGN, pp. 311-330.b. Bradley, W. L., “Information, Entropy, and the Origin ofLife,” DEBATING DESIGN, pp. 331-351.c. Behe, M., “Irreducible complexity: obstacle to Darwinianevolution,” DEBATING DESIGN, pp. 352-370.d. Meyer, S. C., “The Cambrian information explosion:evidence for Creation,” DEBATING DESIGN, pp.371-391.Peer Reviewed Sciences ArticlesFOR MORE INFORMAT I O N , V I S I T: WWW. I N T E L L I G E N T D E S I G N . O R G 20Introduction to CreationCreation Encyclopedia Entry by William Dembski>>http://www.designinference.com/documents/2003.08.Encyc_of_Relig.htmNot by Chance by Stephen C. Meyer, National Post of Canada>>http://www.discovery.org/scripts/viewDB/index.php?command=view&id=3059Defining Creation from ResearchID.org>>http://www.researchintelligentdesign.org/wiki/Intelligent_designThe Positive Case for Design by Casey Luskin>>http://www.ideacenter.org/stuff/contentmgr/files/becbbb/miscdocs/thepositivecasefordesign_v3.pdfWhat’s the Big Deal About Creation? By Dan Peterson inAmerican Spectator>>http://www.discovery.org/scripts/viewDB/index.php?command=view&id=3063The Origin of Creation by Jonathan Witt>>http://www.discovery.org/scripts/viewDB/index.php?command=view&id=3207Creation revisited by David Limbaugh>>http://www.discovery.org/scripts/viewDB/index.php?command=view&id=2799Michael Behe on Molecular Machines>>http://www.arn.org/mm/mm.htmIDEA’s Creation Theory in a Nutshell>>http://www.ideacenter.org/contentmgr/showdetails.php/id/1136Creation: The Scientific Alternative to Evolution byWilliam S. Harris and John H. Calvert (The National Catholic

Bioethics Quarterly (Autumn, 2003)>>http://www.intelligentdesignnetwork.org/NCBQ3_3HarrisCalvert.pdfCreation Coming Clean by William Dembski>>http://www.designinference.com/documents/2000.11.ID_coming_clean.htmAccess Research Network Creation FAQ>>http://www.arn.org/id_faq.htmWhat Is Creation? By Casey Luskin in Human Events>>http://www.discovery.org/scripts/viewDB/index.php?command=view&id=3093Three Frequently Asked Questions about Creation byWilliam Dembski>>http://www.designinference.com/documents/2003.09.ID_FAQ.pdfLife: By Evolution or Design?>>http://www.ideacenter.org/stuff/contentmgr/files/fb3830611255b7/miscdocs/lifebyevolutionordesign.pdfScience and Philosophy ArticlesAbout CreationStephen C. Meyer, “The Origin of Biological Information and theHigher Taxonomic Categories,” Proceedings of the BiologicalSociety of Washington, Vol. 117(2):213-239 (2004)>>http://www.discovery.org/scripts/viewDB/index.php?command=view&id=2177William A. Dembski and Robert J. Marks II, “Active Information inEvolutionary Search,”>>http://cayman.globat.com/~trademarksnet.com/T/Hag2.pdfMichael Behe and David W. Snoke, “Simulating evolution bygene duplication of protein features that require multiple aminoacid residues,” Protein Science (2004), 13>>http://www.proteinscience.org/cgi/reprint/ps.04802904v1.pdfThe Creation Paradigmatic and Heuristics by Joseph C.Campana and ResearchID.org Contributors>>http://www.researchintelligentdesign.org/wiki/The_Intelligent_Design_Paradigmatic_and_HeuristicsWilliam A. Dembski, Creation as a Theory of Information>>http://www.arn.org/docs/dembski/wd_idtheory.htmStephen C. Meyer, Marcus Ross, Paul Nelson and Paul Chien,“The Cambrian Explosion: Biology’s Bang,” in Darwinism, Design,and Public Education (Michigan State University Press, 2003).>>http://www.discovery.org/scripts/viewDB/filesDB-download.php?command=download&id=639Wolf-Ekkehard Lo¨nnig, “The Evolution of the Long-Necked Giraffe(Giraffa camelopardalis L.) What do we really know? (Part 1),”>>http://www.weloennig.de/Giraffe.pdfWolf-Ekkehard Lo¨nnig, “The Evolution of the Long-Necked Giraffe(Giraffa camelopardalis L.) What do we really know? (Part 2),”>>http://www.weloennig.de/GiraffaSecondPartEnglish.pdfStephen C. Meyer, “DNA and the Origin of Life: Information,Specification, and Explanation,” in Darwinism, Design, and PublicEducation (Michigan State University Press, 2003)>>http://www.discovery.org/scripts/viewDB/filesDB-download.php?command=download&id=1026William A. Dembski, “Searching Large Spaces: Displacement andthe No Free Lunch Regress,”>>http://www.designinference.com/documents/2005.03.Searching_Large_Spaces.pdfWilliam A. Dembski and Robert J. Marks II, “Conservation ofInformation in Search: Measuring the Cost of Success,”>>http://cayman.globat.com/~trademarksnet.com/T/ActiveInfo.pdfJonathan Wells, “Using Creation Theory to GuideScientific Research,” Progress in Complexity, Information, andScience Resources About Evolution and CreationFOR MORE INFORMAT I O N , V I S I T: WWW. I N T E L L I G E N T D E S I G N . O R G 21Design, Vol 3.1, Nov., 2004.

>>http://www.iscid.org/papers/Wells_TOPS_051304.pdfCasey Luskin, “Human Origins and Creation,” Progressin Complexity, Information, and Design, Volume 4.1 (July, 2005).>>http://www.iscid.org/papers/Luskin_HumanOrigins_071505.pdfArticles Critical of Darwinian Evolutionand Chemical EvolutionJonathan Wells, “Survival of the Fakest,” American Spectator(December 2000 / January, 2001)>>http://www.discovery.org/articleFiles/PDFs/survivalOfTheFakest.pdfDavid Berlinski, “The Deniable Darwin,” Commentary, Vol. 101(6)(June 1, 1996).>>http://www.discovery.org/scripts/viewDB/index.php?command=view&id=130David Berlinski, “On the Origins of Life,” Commentary (June14, 2007)>>http://www.discovery.org/scripts/viewDB/index.php?command=view&id=3209Philip L. Skell, “Why do we invoke Darwin?,” The Scientist, Vol.19(16):10 (August 29, 2005)>>http://www.discovery.org/scripts/viewDB/index.php?command=view&id=2816Evolution Primer>>http://www.ideacenter.org/stuff/contentmgr/files/fb38b4973d2dbb668264c330611255b7/miscdocs/evolutionprimer.pdfJonathan Wells, “An Evaluation of Ten Recent Biology Textbooks,”>>http://www.arn.org/docs/wells/jw_tbookreport900.htmPaul Nelson and Jonathan Wells, “Homology: A Concept in Crisis,”Origins & Design, Vol. 18:2>>http://www.arn.org/docs/odesign/od182/hobi182.htmWilliam A. Dembski, Five Questions Evolutionists Would RatherDodge, Citizen Magazine>>http://www.designinference.com/documents/2004.04.Five_Questions_Ev.pdfGranville Sewell, A Mathematician’s View of Evolution, TheMathematical Intelligencer 22, no. 4 (2000)>>http://www.math.utep.edu/Faculty/sewell/articles/mathint.htmlJonathan Wells, “Second Thoughts about Peppered Moths,” TheScientist, Vol. 13(11):13 (May 24, 1999).>>http://www.arn.org/docs/wells/jw_pepmoth.htmJonathan Wells, “Haeckel’s Embryos and Evolution: Setting theRecord Straight,” The American Biology Teacher, Vol. 61(5):345-349(May, 1999)>>http://www.discovery.org/scripts/viewDB/filesDB-download.php?command=download&id=629Science Resources About Evolution and CreationFOR MORE INFORMAT I O N , V I S I T: WWW. I N T E L L I G E N T D E S I G N . O R G 22Darwinian Evolution, Creationand Education PolicyDon’t Require The Teaching of CreationAll of the major pro-Creation organizations opposeany efforts to require the teaching of Creation byschool districts or state boards of education. The mainstreamID movement agrees that attempts to mandate teaching aboutCreation only politicize the theory and will hinder fair andopen discussion of the merits of the theory among scientists andwithin the scientific community.Teach More About EvolutionInstead of mandating Creation, the major pro-IDorganizations seek to increase the coverage of evolution intextbooks by teaching students about both scientific strengthsand weaknesses of evolution. Most school districts today teachonly a one-sided version of evolution which presents only thefacts which supposedly support the theory. But most pro-IDorganizations think evolution should be taught as a scientifictheory that is open to critical scrutiny, not as a sacred dogma that

can’t be questioned.Protect Academic Freedom Although pro-ID organizationsdo not advocate requiring the teaching of Creation inpublic schools, they also believe there is nothing unconstitutionalabout voluntarily discussing the scientific theory of design in theclassroom. Pro-ID organizations oppose efforts to persecuteindividual teachers who may wish to discuss the scientific debateover design in an objective and pedagogically appropriatemanner. For more on academic freedom issues click here.Click here for a short video explaining these policyrecommendations.Law Reviews and Other ResourcesDiscovery Institute’s Science Education PolicyDavid K. DeWolf, John G. West, and Casey Luskin“IntelligentDesign will Survive Kitzmiller v. Dover,” 68 Montana Law Review7 (Winter, 2007).Traipsing Into Evolution: Creation and the Kitzmiller v.Dover ruling, by David K. DeWolf, John G. West, Casey Luskin,and Jonathan WittFrancis J. Beckwith, “Law, Darwinism, and Public Education; TheEstablishment Clause and the Challenge of Creation,”(Rowman & Littlefled, 2003)Francis Beckwith, “A Liberty Not Fully Evolved? The Caseof Rodney Levake and the Right of Public School Teachersto Criticize Darwinism,” 39(4) San Diego Law Review 1311(Fall, 2002).David K. DeWolf, Stephen C. Meyer, Mark Edward DeForrest,“Teaching the Origins Controversy: Science, Or Religion, OrSpeech?” 2000 Utah Law Review 39H. Wayne House, “Darwinism and the Law: Can Non-NaturalisticScientific Theories Survive Constitutional Challenge” 13 RegentUniversity Law Review 355 (Spring 2001).Francis Beckwith, “Science and Religion Twenty Years AfterMcLean v. Arkansas: Evolution, Public Education, and the NewChallenge of Creation.” 26.2 Harvard Journal of Law &Public Policy 455-499 (Spring 2003).Francis Beckwith, “Public Education, Religious Establishment,and the Challenge of Creation.” 17.2 Notre Dame Journalof Law, Ethics, & Public Policy 461-519 (2003).Francis Beckwith, “The Court of Disbelief: The Constitution’sArticle VI Religious Test Prohibition and the Judiciary’sReligious Motive Analysis.” 33.2&3 Hastings ConstitutionalLaw Quarterly 337-360 (Winter and Spring 2006).Casey Luskin, “Alternative Viewpoints about Biological Origins asTaught in Public Schools,” 47 Journal of Church and State 583(Summer, 2005). “Contact Casey Luskin for reprints.”Education Resources About Evolution and CreationFOR MORE INFORMAT I O N , V I S I T: WWW. I N T E L L I G E N T D E S I G N . O R G 23Creation OrganizationsAccess Research Networ » k(Center for Science & Culture at) Discovery Institut » eCreation & Evolution Awareness (IDEA) Cente » rCreation Networ » kInternational Society for Complexity, Information, & Desig » nPhysicians and Surgeons for Scientific Integrit » yCreation Undergraduate Research Cente » rResearchID.or » gState Based OrganizationsScience Excellence for All Ohioan » sCreation Network New Mexico Divisio » nTexans for Better Science Educatio » nCreation Network of Ohi » oWorldwide Creation Organizations

Creation Network Australi » aProgetto Cosm » o Truth in ScienceCiencia-Alternativ » aID Korea Research Association for Intelligent Desig » nÄLYKKÄÄN SUUNNITELMA » NCell Intelligenc » eIntelligent Desig » nWort Und Wissen »FAQs on CreationDiscovery Institute’s Center for Science & Culture FA » QCreation & Evolution Awareness (IDEA) FA » QAccess Research Network FA » QCreation Network FA » QTen Questions to Ask Your Biology Teacher about Design by »William DembskiScientists and ScholarsDavid DeWolf Homepag » eDesign Inferenc » eMichael Behe’s Amazon Blo » gRalph Seelke’s Homepag » eRichard Weikart’s Homepag » eTeleoLogi » c The Emperor Has No ClothesRobert Koons’ Homepag » e Christopher Langan’s HomepageJohn Mark Reynolds Homepag » eThe views expressed on these websites do not necessarilyrepresent the views of Discovery Institute.Blogs Covering CreationAcademic Freedom Blo » gBrains on Purpos » eDarwinian Fundamentalis » mDesafiando a Nomenklatura Científic » aDesign Paradig » mDoubting Darwi » nEvolution Minut » eEvolution News & View » sID The Futur » e Intelligently SequencedMindful Hac » kOverwhelming Evidenc » ePost-Darwinis » tReasonable Kansan » sSequenced by Desig » nTelic Thought » sThe Design Matri » xThe ID Updat » eUncommon Descen » tWittingshir » eThe White Pat » hThe British Centre for Science Education: Reveale » dCreation Book and Film WebsitesA Meaningful Worl » dBy Design or By Chance » ?Darwin, Design and Public Educatio » nPolitically Incorrect Guide to Darwinism & Intelligent Desig » nDarwin’s Conservative » sIcons of Evolutio » nThe Design Matri » xFrom Darwin to Hitle » rThe Privileged Plane » tExpelled the Movi » eDarwin Day in Americ » aTraipsing into Evolutio » nCreation Video/Multimedia SitesARN YouTube Account Homepag » e

Discovery Institute YouTube Account Homepag » eExpelled Movie Traile » r The Dawkins DelusionInterview with Michael Beh » eDarwin vs Design Molecular Machine » sBacterial Flagellum - Evolution’s Nightmare & Demis » eThe Design Inference Part » 1The Design Inference Part » 2Veritas Forum: Scienc » eExpelled YouTube Account Homepag » eInternet Resources About Evolution and CreationFor more information, or if you have questions aboutissues related to teaching evolution, please contact:Casey Luskin, J.D., M.S. (Earth Sciences)Program Officer for Public Policy and Legal AffairsCenter for Science and CultureDiscovery Institute1511 Third Ave.Suite 808Seattle, WA 98101(206) 292-0401 x119cluskin@discovery.orgFor a black and white printable version of this document click here.