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Teach the Controversy is the name of a Kitzmiller V. Dover . The central claim the Discovery Institute makes with 'Teach the Controversy' is that fairness and equal time requires educating students about "''the full range of scientific views''", Key Resources for Parents and School Board Members Discovery Institute staff. August 21, 2007. evolution's "''unresolved issues''", and the "''scientific weaknesses of evolutionary theory''", CSC Questions about Science Education Policy Discovery Institute staff. and that intelligent design be presented as a scientific alternative to evolution, often through oblique references to books by design proponents listed in the bibliography of the Institute-proposed " The based in Seattle , Washington , USA . The overall goal of the movement is to "defeat [the] Materialist World View " represented by the theory of Evolution and replace it with "a science consonant with Christian and Theistic convictions."[http://www.antievolution.org/features/wedge.pdf Wedge Document] Discovery Institute, 1999. With the December 2005 ruling in ORIGIN OF PHRASE The term "teach the controversy" originated with , Discovery Institute program advisor and father of the ID movement. Discussing the 1999 - 2000 Kansas State Board of Education controversy over the teaching of Intelligent Design in public school classrooms, Johnson wrote "What educators in Kansas and elsewhere should be doing is to 'teach the controversy'." In his book Johnson proposed casting the conflicting points of view and agendas as a scholarly controversy. Johnson's usage differs somewhat from Graff's original concept. While Graff advocated that a comprehensive understanding of what are considered to be "established" concepts must include teaching the debates and conflicts by which they were established, Johnson appropriated the concept to cast doubt upon the very concept of established knowledge. The Crusade Against Evolution , Evan Ratliff, October 2004, ''Wired'' magazine The phrase was picked up by other Discovery Institute affiliates , Mark E. DeForrest. Foundation For Thought And Ethics , October 1, 1999 published by the Foundation For Thought And Ethics . The Foundation for Thought and Ethics also publishes the controversial pro-intelligent design biology textbook '' Of Pandas And People '', suggested as an alternative to mainstream science and biology textbooks in the Critical Analysis Of Evolution lesson plans proposed by Teach the Controversy proponents. OVERVIEW Discovery Institute Vice President and Senior Fellow Stephen C. Meyer and Discovery Institute founder and President Bruce Chapman devised the Teach the Controversy strategy in March 2002 when they realized a dispute over intelligent design was complicating their efforts to challenge and weaken the teaching of evolution in public school classrooms. They arrived on an approach that stresses evolution's alleged weakness and presents intelligent design as a scientific alternative. Battle on Teaching Evolution Sharpens Peter Slevin. Washington Post, March 14 2005 While the Teach the Controversy strategy does not always necessarily require students to study intelligent design, it does present design as the only alternative to evolution, and Discovery Institute-promoted model lesson plans refer students to intelligent design books. The Discovery Institute's strategy has been for the institute itself or groups acting on its behalf to lobby state and local boards of education, and local, state and federal policymakers to enact policies and/or laws, often in the form of textbook disclaimers and the language of state science standards, that undermine or remove evolutionary theory from the public school science classroom by portraying it as "controversial" and "in crisis;" a portrayal that stands in contrast to the overwhelming consensus of the scientific community that there is no controversy, that evolution is one of the best supported theories in all of science, and that whatever controversy does exist is political and religious, not scientific. Turn out the lights, the "Teach the controversy" party’s over The Teach the Controversy strategy has benefitted from 'stacking' municipal, county and state school boards with intelligent design proponents Creationism in 2001: A State-by-State Report People For The American Way . (PDF file) as alluded to in the Discovery Institute's Wedge Strategy . As the primary organizer and promoter of the Teach the Controversy campaign, the Discovery Institute has played a central role in nearly all intelligent design cases, often working behind the scenes to orchestrate, underwrite and support local campaigns and intelligent design groups such as the Intelligent Design Network. Intelligent Design Network.org It has provided support ranging from material assistance to federal, state and regionally elected representatives in the drafting of bills to the provision of support and advice to individual parents confronting their school boards. DI's goal is to move from battles over standards to curriculum writing and textbook adoption while undermining the central positions of evolution in biology and Methodological Naturalism in science. In order to make their proposals more palatable, the Institute and its supporters claim to advocate presenting evidence both for and against Evolution , thus encouraging students to evaluate the evidence. Though Teach the Controversy is presented by its proponents as encouraging and is rejected by the National Science Teachers Association , NSTA Position Statement: The Teaching of Evolution and the American Association for the Advancement of Science "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." AAAS Statement on the Teaching of Evolution American Association For The Advancement Of Science . February 16, 2006 The American Society for Clinical Investigation's ''Journal of Clinical Investigation'' describes the Teach the Controversy strategy and campaign as a " Hoax " and that "the Controversy Is Manufactured ." Defending science education against intelligent design: a call to action American Society for Clinical Investigation, Journal of Clinical Investigation. 116:1134-1138 (2006) Along with the objection that there is no scientific controversy to teach, another common objection is that the Teach the Controversy campaign and intelligent design arise out of a , Kitzmiller V. Dover Area School District , Case No. 04cv2688. December 20, 2005 In the debate surrounding the linking of the motives of intelligent design proponents to their arguments, following the Kansas Evolution Hearings the chairman of the Kansas school board, Dr. Steve Abrams, cited in The New York Times as saying that though he's a creationist who believes that God created the universe 6,500 years ago, said he was able to keep the two separate: Afterward, Lawrence Krauss , a Case Western Reserve University physicist and astronomer, in a New York Times essay said: SHIFT IN STRATEGY The roots of the intelligent design movement's strategy are found in the past attempts of creationists to force religious views into public school science classes. The most recent of these was Creation Science , which sought to provide a scientific veneer for the biblical account of Genesis . The characteristics of the intelligent design movement are a direct response to the tactical and legal failings of earlier creationist movements. Design proponent's strategies represent a natural evolution of the "creation science" movement, proceeding still further in the direction of claiming the mantle of science while denying their religious intentions in argument. For example, the judge in the 2005 '' '' Kitzmiller V. Dover Area School District ''. A rudimentary form of the teach the controversy strategy had emerged first among creation scientists following the Supreme Court's ''Edwards v. Aguillard'' decision. The Institute For Creation Research (ICR) prepared an evaluation of what the movement should try next, suggesting "school boards and teachers should be strongly encouraged at least to stress the scientific evidences and arguments against evolution in their classes . . . even if they don't wish to recognize these as evidences and arguments for creationism." Glenn Branch of the National Center For Science Education says this comment shows that the teach the controversy strategy was "pioneered in the wake of Edwards v. Aguillard."1 Prior to the September 2005 start of the Kitzmiller v. Dover Area School District trial, the "Dover trial," prominent intelligent design proponents gradually shifted to a "Teach the Controversy" strategy. They had realised that mandates requiring the teaching of intelligent design were unlikely to survive challenges based on the Establishment Clause of the First Amendment , and that an unfavorable ruling had the effect of legally ruling intelligent design a form of religious Creationism . Thus, the Discovery Institute repositioned itself. It publicly abandoned advocating for any policies or laws that required the teaching of intelligent design in favor of a Teach the Controversy strategy."In a country in which more than 50 percent of adults consistently tell pollsters that they believe God created humans in their present form within the past 10,000 years, however, there will undoubtedly be a fourth wave that will feature yet another strategy to promote creationism by questioning evolution. It looks as if this next wave will jettison the creationist and intelligent-design baggage and concentrate exclusively on a "teach the controversy" strategy." Intelligent Judging — Evolution in the Classroom and the Courtroom George J. Annas, New England Journal Of Medicine , Volume 354:2277-2281 May 25, 2006 Institute Fellows reasoned that once the "fact" that a controversy indeed exists had been established in the public's mind, then the reintroduction of intelligent design into public school criteria would be much less controversial later. Show Me The Science Daniel C. Dennett. New York Times. The best illustration of this shift in strategy is comparing the Discovery Institute's 1999 guidebook ''Intelligent Design in Public School Science Curricula'' which concludes "''school boards have the authority to permit, and even encourage, teaching about design theory as an alternative to Darwinian evolution''" Intelligent Design in Public School Science Curricula: A Legal Guidebook David K. DeWolf, Stephen C. Meyer , Mark E. DeForrest 1999, Foundation For Thought And Ethics . to 2006 statements by Phillip E. Johnson, that his intent was never to use public school education as the forum for his ideas and that he hoped to ignite and perpetuate a debate in universities and among the higher echelon of scientific thinkers. Father of intelligent design by Kim Minugh, Sacramento Bee, May 11, 2006 With the December 2005 ruling in Kitzmiller v. Dover Area School District, wherein Judge By May 2006 the Discovery Institute, in a carefully calculated move, sought to broaden the faltering "teach the controversy" strategy to include examples of other supposed legitimate scientific controversies. In Ohio and Michigan where school boards are again reviewing science curricula standards the Discovery Institute and its allies proposed lesson plans that included Global Warming , Cloning and Stem Cell Research as further examples of controversies that are akin to the alleged scientific controversy over evolution. All four topics are widely accepted by the majority of the scientific community as legitimate science, and all four are areas where US political conservatives have been known to be critical of the Scientific Consensus . Members of the scientific community have responded to this tactic by pointing out that like evolution whatever controversy may exist over cloning and stem cell research has been largely social and political, while dissident viewpoints over global warming are often viewed as Pseudoscience . Ohio: Here We Go Again Richard B. Hoppe. The Panda's Thumb. July 6, 2006 ID Legislation in Michigan Ed Brayton. Dispatches from the Culture Wars, June 7, 2006 Richard B. Hoppe, holder of a Ph.D. in Experimental Psychology from the University of Minnesota, described the tactic in the following way: With the Dover ruling describing "teach the controversy" as part of the same religious ploy as presenting intelligent design as an alternative to evolution, intelligent design proponents have moved to a fallback position, emphasizing contrived flaws in evolution and over-emphasizing remaining questions in the theory what they call the ''Critical Analysis of Evolution''. Critical Analysis of Evolution is Not the Same as Teaching Intelligent Design Casey Luskin. Intelligent Design The Future, July 11 2006. The ''Critical Analysis of Evolution'' strategy is viewed by . The Panda's Thumb, July 11 2006 ''Critical Analysis of Evolution'' continues the themes of the teach the controversy strategy, emphasizing what they say are the "criticisms" of evolutionary theory and "arguments against evolution," which continues to be portrayed as "a theory in crisis." Early drafts of the critical analysis of evolution lesson plan referred to the lesson as the "great evolution debate"; one of the early drafts of the lesson plan had one section titled "Conducting the Macroevolution Debate". In a subsequent draft, it was changed to "Conducting the Critical Analysis Activity". The wording for the two sections is nearly identical, with just "debate" changed to "critical analysis activity" wherever it appeared, in the manner of how intelligent design proponents simply replaced "creation" with "intelligent design" in '' Of Pandas And People '' to repackage a Creation Science textbook into an intelligent design textbook. REPERCUSSIONS The campaigns of intelligent design proponents seeking curricular challenges have been disruptive, divisive and expensive for the affected communities. In pursuing the goal of establishing intelligent design at the expense of evolution in public school science classes, intelligent design groups have threatened and isolated high school science teachers, school board members and parents who opposed their efforts. Testimony, Aralene Callahan In July 2006 a moderator of the blog of intelligent design proponent William A. Dembski , uncommondescent.com, endorsed bullying the children of the plaintiffs in the Kitzmiller V. Dover Area School District trial and committing vandalism to drive them out of town and that he intends to publish their names on the Web to that end. The campaigns run by intelligent design groups place teachers in the difficult position of arguing against their employers while the legal challenges to local school districts are costly, diverting funding away from education and into court battles. For example, as a result of Dover trial, the Dover Area School District was forced to pay $1,000,011 in legal fees and damages for pursuing a policy of ''teaching the controversy''.[http://www.yorkdispatch.com/searchresults/ci_3535139 Dover gets a million-dollar bill Christina Kauffman. The York Dispatch, February 22, 2006 Four days after the six-week Dover trial concluded, all eight of the Dover school board members who were up for reelection were voted out of office. Televangelist Pat Robertson in turn told the citizens of Dover, "If there is a disaster in your area, don't turn to God. You just rejected him from your city." Robertson said if they have future problems in Dover, "I recommend they call on Charles Darwin. Maybe he can help them." Robertson: PA Voters Rejected God CBS News, November 11 2005 Critics, like Wesley R. Elsberry , say the Discovery Institute has cynically manufactured much of the political and religious controversy to further its agenda, pointing to statements of prominent proponents like Johnson: To the absence of actual scientific controversy over the validity of evolutionary theory, Johnson said: And to the resistance of science educators over portraying evolution as controversial or disputed, Johnson said: Elsberry and others allege that statements like Johnson's are proof that the alleged scientific controversy intelligent design proponents seek to have taught is a product of the institute's members and staff. In the Dover trial's ruling the judge wrote that intelligent design proponents had misrepresented the scientific status of evolution."ID proponents support their assertion that evolutionary theory cannot account for life’s complexity by pointing to real gaps in scientific knowledge, which indisputably exist in all scientific theories, but also by misrepresenting well-established scientific propositions." Kitzmiller V. Dover Area School District . According to published reports, the nonprofit Discovery Institute received grants and gifts totaling $4.1 million for 2003 from 22 foundations. Of these, two-thirds had primarily religious missions. Intelligent design group is just a religious front by Fred Barton, Lansing State Journal. September 11, 2005 The institute spends more than $1 million a year for research, polls, lobbying and media pieces that support intelligent design and their Teach the Controversy campaign Battle on Teaching Evolution Sharpens By Peter Slevin Washington Post , March 14, 2005 and is employing the same Washington, D.C. Public Relations firm that promoted the Contract With America . Politicized Scholars Put Evolution on the Defensive By Jodi Wilgoren, New York Times, August 21, 2005 POLITICAL ACTION The Discovery Institute aggressively promotes its Teach the Controversy campaign and intelligent design to the public, education officials and public policymakers. Its efforts are largely aimed at Conservative Christian policymakers, where it is cast as a counterbalance to the liberal influences of "atheistic scientists" and "Dogmatic Darwinists." As a measure of their success in this effort, on 1 August 2005, during a round-table interview with reporters from five Texas newspapers, President Bush said that he believes schools should discuss Intelligent Design alongside evolution when teaching students about the origin of life. Bush, a Conservative Christian , declined to go into detail on his personal views of the origin of life, but advocated the ''Teach the Controversy'' approach - "''I think that part of education is to expose people to different schools of thought... you're asking me whether or not people ought to be exposed to different ideas, the answer is yes.''" Christian conservatives, a substantial part of Bush's voting base, have been central in promoting the Teach the Controversy campaign. In some state battles, the ties of Teach the Controversy and intelligent design proponents to the Discovery Institute's political and social activities have been made public resulting in their efforts being temporarily thwarted. The Discovery Institute takes the view that all publicity is good and that no defeat is real. The Institute has shown a willingness to back off, even to not advocate for the inclusion of ID, to ensure that all science teachers are required to portray evolution as a "theory in crisis." The Institute's strategy is to move, relentlessly, from standards battles, to curriculum writing, to textbook adoption, and back again doing whatever it takes to undermine the central position of evolution in biology. Critics of this strategy and the movement contend that the intelligent design controversy diverts much time, effort and tax money away from the actual education of children. Political battles involving the Discovery Institute See Also: Intelligent design in politics
ORIGIN OF THE CAMPAIGN Intelligent design movement See Also: Intelligent design movement The Intelligent Design movement, which began in the early 1990s, is an organized campaign promoting a religious agenda that calls for broad social, academic and political changes. These changes center around increasing the role of and its Center For Science And Culture (CSC). The CSC counts the leading ID advocates and authors among its fellows or officers, including the movement's founder Phillip E. Johnson , Michael Behe , William A. Dembski , Stephen C. Meyer and Jonathan Wells . The movement consists primarily of a Public Relations campaign meant to sway the Opinion Of The Public and that of the popular Media , and an aggressive lobbying campaign, directed at policymakers and the educational community, which seeks to undermine public support for teaching evolution while cultivating support for what the movement terms "intelligent design theory." Its near-term goal is greatly undermining or eliminating altogether the Teaching Of Evolution In Public School Science , and with the long-term goal of "renewing" American culture by shaping public policy to reflect conservative Christian values. Intelligent design is central and necessary for this agenda as described by the Discovery Institute: "Design theory promises to reverse the stifling dominance of the materialist worldview, and to replace it with a science consonant with Christian and theistic convictions." The ID movement grew out of a creationist tradition that argues against evolutionary theory from a religious (usually Evangelical Christian and Fundamentalist Christian ) standpoint, and the 1987 US Supreme Court decision Edwards V. Aguillard which prohibits the teaching of creationism in public school science classrooms. Although ID advocates often claim that they are only arguing for the existence of a "designer," who may or may not be God , all the leading advocates do believe that the designer is God, and frequently accompany their allegedly scientific arguments with discussion of religious issues, especially when addressing religious audiences. In front of other audiences, they downplay the religious aspects of their agenda. The Wedge strategy See Also: Wedge strategy The "Wedge strategy" is a political and social action plan authored by the Discovery Institute . Informally known as the "Wedge Document," it was a fund raising tool used by the Discovery Institute to raise money for its subsidiary, the Center For Science And Culture , (then at the time called the Center for the Renewal of Science and Culture (CRSC)), which was charged with promoting DI's science and education agenda. As stated in the Wedge Document, the strategy is designed to defeat "Darwinism" and to promote an idea of science "consonant with Christian and theistic convictions." The ultimate goal of the Wedge strategy is to "renew" American culture by shaping public policy to reflect conservative Christian values. The strategy outlines a Public Relations campaign, of which teaching the controversy is part, meant to sway the Opinion Of The Public , popular Media , Charitable Funding Agencies , and the Scientific Community in order that they should effect an "overthrow of Materialism and its cultural legacies". Wedge advocates have stated they hope to reinstate a "broadly theistic understanding of nature" to replace materialism. Phillip Johnson, the architect of the strategy, invokes the metaphor of a wood-splitting wedge to illustrate his goal of splitting apart the concepts of science and Naturalism . A fundamental part of the Wedge strategy is the rejection of naturalism as unnecessary to science. Though the alternative to naturalism is supernaturalism, ID proponents avoid this word when speaking to mainstream audiences, substituting euphemisms like "non-natural" or skirting the issue altogether. Critics of the campaign characterize this as a semantic subterfuge made in the hope that it will enable ID proponents to skirt the First Amendment prohibition against promoting religion in public schools. According to critics of the intelligent design movement, the Wedge document, more than any other document issued by the Discovery Institute, betrays the Institute's and intelligent design's political rather than scientific purpose. CRITICISMS The theory of evolution is accepted by the vast majority of biologists and by the page 83. Such controversies as do exist concern the details of the mechanisms of evolution, not the validity of the over-arching theory of evolution. In the absence of an actual professional controversy between groups of experts on evolution, critics say intelligent design proponents have merely renamed the conflict that already existed between biologists and creationists, and that the controversy to which intelligent design proponents refer is political in nature and thus, by definition, outside of the realm of science and scientific educational curricula. Critics contend that intelligent design proponents ignore this point by continuing to make the claim of a "scientific controversy." For example the National Association of Biology Teachers in a statement endorsing evolution as noncontroversial quoted Theodosius Dobzhansky " Nothing In Biology Makes Sense Except In The Light Of Evolution ." and went on to state that the quote "accurately reflects the central, unifying role of evolution in biology. The theory of evolution provides a framework that explains both the history of life and the ongoing adaptation of organisms to environmental challenges and changes." They emphasized that "Scientists have firmly established evolution as an important natural process" and that "The selection of topics covered in a biology curriculum should accurately reflect the principles of biological science. Teaching biology in an effective and scientifically honest manner requires that evolution be taught in a standards-based instructional framework with effective classroom discussions and laboratory experiences.". Statement on Teaching Evolution National Association of Biology Teachers, 2004. Prominent evolutionary biologists such as : perfectly fine in a history class but not in science. "If you give the idea that there are two schools of thought within science, one that says the earth is round and one that says the earth is flat, you are misleading children." The Evolution Wars Claudia Wallis. TIME magazine. August 15 2005. Tufts philosopher use an ingenious ploy that works something like this: First you misuse or misdescribe some scientist's work. Then you get an angry rebuttal. Then, instead of dealing forthrightly with the charges leveled, you cite the rebuttal as evidence that there is a 'controversy' to teach." Such a controversy is then self-fulfilling and self-sustaining, though completely without any legitimate basis in the academic world. Critics of the Teach the Controversy movement and strategy can also be found outside of the scientific community. Barry W. Lynn, executive director of Americans United For Separation Of Church And State described the approach of the movement's proponents as "a disarming subterfuge designed to undermine solid evidence that all living things share a common ancestry." "The movement is a veneer over a certain theological message. Every one of these groups is now actively engaged in trying to undercut sound science education by criticizing evolution," said Lynn. "It is all based on their religious ideology. Even the people who don't specifically mention religion are hard-pressed with a straight face to say who the intelligent designer is if it's not God." Battle on Teaching Evolution Sharpens Peter Slevin. Washington Post, March 14 2005. The Discovery Institute According to critics of the Discovery Institute's efforts through the Teach the Controversy campaign and the intelligent design movement, the Wedge Strategy betrays the Institute's political rather than scientific and educational purpose. The Discovery Institute and its Center For Science And Culture (CSC) has an overarching Conservative Christian social and political agenda that seeks to redefine both law and science and how they are conducted, with the stated goal of a religious "renewal" of American culture. Critics also allege that the Discovery Institute has a long-standing record of misrepresenting research, law and its own policy and agenda and that of others:
Johnson's statements validate the criticisms leveled by those who allege that the Discovery Institute and its allied organizations are merely stripping the obvious religious content from their anti-evolution assertions as a means of avoiding the legal restriction on establishment. They argue that ID is simply an attempt to put a patina of secularity on top of what is a fundamentally religious belief and agenda. Given the history of the Discovery Institute as an organization committed to opposing any scientific theory inconsistent with "the theistic understanding that nature and human beings are created by God", The "Wedge Document": So What? Discovery Institute. many scientists regard the movement purely as a ploy to insert Creationism into the science curriculum rather than as a serious attempt to discuss scientific evidence. In the words of Eugenie Scott of the National Center for Education: Though Teach the Controversy proponents cite the current public policy statements of the Discovery Institute as belying the criticisms that their strategy is a creationist ploy and decry critics as biased in failing to recognize that the intelligent design movement's Teach the Controversy strategy as really just a question of science with no religion involved, is itself belied by Discovery Institute's former published policy statements, What is The Center for the Renewal of Science & Culture All About? The Mission of The Center for Renewal of Science & Culture its " Wedge Document ", and statements made to its constituency by its leadership, and in particular Phillip E. Johnson . Writes Johnson in the foreword to Creation, Evolution, & Modern Science (2000): Johnson's words bolster the claims of those critics who cite Johnson's admission that the ultimate goal of the campaign is getting "''the issue of intelligent design, which really means the reality of God, before the academic world and into the schools.''" Amidst this political and religious controversy the clear, categorical and oft-repeated advice of established national and international scientific organizations remains that there is no ''scientific'' controversy over teaching evolution in public schools. University course 2006 , Emmett Holman, Associate Professor of Philosophy from George Mason University , retrieved 2007-04-29 SEE ALSO
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