Analysis of information sources in references of the Wikipedia article "Center for Science and Culture" in English language version.
Some bills seek to discredit evolution by emphasizing so-called 'flaws' in the theory of evolution or 'disagreements' within the scientific community. Others insist that teachers have absolute freedom within their classrooms and cannot be disciplined for teaching non-scientific 'alternatives' to evolution. A number of bills require that students be taught to 'critically analyze' evolution or to understand 'the controversy.' But there is no significant controversy within the scientific community about the validity of the theory of evolution. The current controversy surrounding the teaching of evolution is not a scientific one.
Patricia O'Connell Killen, a religion professor at Pacific Lutheran University in Tacoma whose work centers around the regional religious identity of the Pacific Northwest, recently wrote that 'religiously inspired think tanks such as the conservative evangelical Discovery Institute' are part of the 'religious landscape' of that area.
That this controversy is one largely manufactured by the proponents of creationism and intelligent design may not matter, and as long as the controversy is taught in classes on current affairs, politics, or religion, and not in science classes, neither scientists nor citizens should be concerned.
That this controversy is one largely manufactured by the proponents of creationism and intelligent design may not matter, and as long as the controversy is taught in classes on current affairs, politics, or religion, and not in science classes, neither scientists nor citizens should be concerned.
ID supporters present fallacious arguments, use dishonest rhetoric, and often present non-contemptuous responses as evidence that their theories are gaining acceptance.
...99.9 percent of scientists accept evolution...
That this controversy is one largely manufactured by the proponents of creationism and intelligent design may not matter, and as long as the controversy is taught in classes on current affairs, politics, or religion, and not in science classes, neither scientists nor citizens should be concerned.
Nearly all of the Discovery Institute's money for the Intelligent Design project comes in the form of grants from wealthy fundamentalists and from Christian political groups. In 2003, the Discovery Institute received some $4.1 million in donations and grants. At least twenty-two different foundations give money to the Intelligent Design project; two-thirds of these are religious institutions with explicitly Christian aims and goals.
Patricia O'Connell Killen, a religion professor at Pacific Lutheran University in Tacoma whose work centers around the regional religious identity of the Pacific Northwest, recently wrote that 'religiously inspired think tanks such as the conservative evangelical Discovery Institute' are part of the 'religious landscape' of that area.
Some bills seek to discredit evolution by emphasizing so-called 'flaws' in the theory of evolution or 'disagreements' within the scientific community. Others insist that teachers have absolute freedom within their classrooms and cannot be disciplined for teaching non-scientific 'alternatives' to evolution. A number of bills require that students be taught to 'critically analyze' evolution or to understand 'the controversy.' But there is no significant controversy within the scientific community about the validity of the theory of evolution. The current controversy surrounding the teaching of evolution is not a scientific one.
Patricia O'Connell Killen, a religion professor at Pacific Lutheran University in Tacoma whose work centers around the regional religious identity of the Pacific Northwest, recently wrote that 'religiously inspired think tanks such as the conservative evangelical Discovery Institute' are part of the 'religious landscape' of that area.
...99.9 percent of scientists accept evolution...
That this controversy is one largely manufactured by the proponents of creationism and intelligent design may not matter, and as long as the controversy is taught in classes on current affairs, politics, or religion, and not in science classes, neither scientists nor citizens should be concerned.
ID supporters present fallacious arguments, use dishonest rhetoric, and often present non-contemptuous responses as evidence that their theories are gaining acceptance.
