Enter your mobile number or email address below and we'll send you a link to download the free Kindle App. Then you can start reading Kindle books on your smartphone, tablet, or computer - no Kindle device required.
To get the free app, enter your mobile phone number.
Other Sellers on Amazon
+ $3.99 shipping
+ $3.99 shipping
Darwinism, Design and Public Education (Rhetoric & Public Affairs) Paperback – November 30, 2003
See the Best Books of 2017
Looking for something great to read? Browse our editors' picks for the best books of the year in fiction, nonfiction, mysteries, children's books, and much more.
Frequently bought together
Customers who bought this item also bought
"Darwinism, Design, and Public Education should be read by everyone seeking a fair and comprehensive debate about the teaching of evolution in American public schools ... this book's careful yet passionate dialogue actually provides the tools needed by a democratic public to make sense of this difficult controversy."
About the Author
John Angus Campbell is professor emeritus in the Department of Communication at the University of Memphis.
Author interviews, book reviews, editors picks, and more. Read it now
Top customer reviews
There was a problem filtering reviews right now. Please try again later.
So what makes this book so important? Quite simply, the authors address the sensitive issue of science education in public schools. Though general articles are included that highlight the case for both Darwinian Evolution and Intelligent Design, the thrust of the volume is meant to address several important questions:
1) Should evolution in schools be taught critically or dogmatically? Much time is spent on defining the different meanings of the term "evolution" as well as distinguishing between evolution as science and evolution as philosophy. It is revealed that presently, evolution is taught without any mention of the evidence against it or the distinction between evolutionary science and philosophy. Many textbook errors are pointed out with the revelation that corrections were not made even in the presence of historical knowledge of these errors. Furthermore, evolution is sometimes taught with its full philosophical implications, including Naturalism / Atheism.
2) Should alternatives to Darwinian Evolution (such as Intelligent Design) be allowed to be taught in public schools? They address the important distinction between Scientific Creationism and Intelligent Design Theory - the former which was derived from a Biblical teaching of creation, whereas the latter was derived from empirical observations and scientific analysis of data. Though they agree that the possible religious implications of Intelligent Design should not be advocated in schools, they point out that ID is not in conflict with science. Many viewpoints are given by many contributors ranging from the ID theorists who propose the "Teach the Controversy" model and those who advocate an Evolution-only model for education in schools.
Teaching criticism of Darwinian Evolution and correcting textbook errors is very persuasive, in my view. For too long, evolution has been taught dogmatically without distinction of several different meanings: (Change over time, Limited common decent, Universal Common Decent, Evolutionary mechanisms, and the "Blind Watchmaker" hypothesis). Students are taught all aspects of evolution as fact, yet it is quite clear that many aspects of evolution have negative evidence that is never mentioned. Students should be presented with the full view and taught to think critically.
While Intelligent Design theory may indeed be compatible with Chrisianity, one must learn to seperate the science from the worldview implications. Darwinian Evolution has often been said to neccesarily lead to atheism (Dawkins), yet we understand that this is simply a philosophical view that not all evolutionists would agree with. Opponents of ID cannot dismiss the theory on religious grounds. Nor can the argument be made that ID should not be taught in schools because it is relgiously motivated.
The reviewer who posted on June 3, 2004 has given an excellent overview of the book. While the majority of the book is written from the ID viewpoint (after all, it is edited by ID authors), there is ample room given for responses from evolutionists - as well as varying viewpoints on the education issue. The entire book is heavily endnoted and contains a great amount of material for research and analysis. I've been interested in the creation/evolution controversy since I was in high school, and the history is fascinating.
One could easily begin research on the controversy with this book, or read a few books by ID theorists and Darwinian Evolutionists prior to it. Either way, I highly recommend it.
- Should Darwinian Evolution be taught critically or dogmatically in public schools? Should students learn about the evidence against macroevolution as well as the evidence for it?
- Is it legal and indeed beneficial to teach Intelligent Design as a viable alternative? Is ID indeed scientific or only a relgious rehash of scientific creationism?
- Does life only have the "appearance" of design which can be accounted for by only natural causes? OR does Darwinian Evolution only have the "appearance" of explaining origins, while Intelligent Design is a logical and evidential inference?
These are only a few of the important and difficult questions that this volume attempts to address. Though the book is edited by ID authors, there are plenty of articles from various points of view - both regarding the theories themselves and the question of education.
Regardless of whether one believes in evolution or ID, a change in public education seems necessary. Most important, students have the right to know evidence for and against of theory - and indeed to know which parts of evolution are considered factual and which parts are theoretical (the authors clearly distinguish between the different meanings of evolution from "change over time", to "variation and adaption", "common decent" and even Dawnins' "Blind Watchmaker" philosophical position. Textbooks also need to be corrected to include evidence against the theory and to eliminate the metaphysical aspects (such as comments like "purposelessness" which attempts to teach that evolution necessary removes God and the possibiliy of the supernatural). Those implications need to be constrained to other courses, not science classes. Both evolution and ID have both scientific and philosophical aspects, but only the former are appropriate for science classes.
A previous reviewer has done a great job of summarizing the various parts of the book. At any rate, this book is a great resource for the "Teach the Controversy" issue and I highly recommend it.
Most recent customer reviews
Since Denton's Nature's Destiny and Behe's work, and now this current book, for example, it would seem that any...Read more