Intelligent Design?  Evolution?  Depends on your Point of The View

Thanks to the ever-watchful Sensuous Curmudgeon, we notice that yesterday’s episode of The View took on the topics of creationism, evolution, and intelligent design.

The discussion had been roiling about presidential hopeful Dr. Ben Carson.  One of the personalities opined that Carson could not be considered intelligent, since he believed in creationism.

At that, Candace Cameron Bruce interrupted to point out that plenty of intelligent people—plenty of scientists—do believe in creation and do embrace intelligent design.

The panel seemed split, with two for creationism, two for evolution, and Whoopi Goldberg insisting we can have both.

Evil and a Young Earth

It’s one of the oldest and toughest questions for monotheists. If God is all-powerful, and the world has evil in it, then God is responsible for that evil. Creationist leader Ken Ham recently argued that only a young-earth attitude can explain away this problem of theodicy.

Ham was reacting to a viral video of Irish comedian Stephen Fry. (Youtube has since taken the video down due to copyright claims.) In the interview, Fry blasted God as evil, capricious, and flat-out monstrous. “Because,” Fry explained,

the God who created this universe, if it was created by God, is quite clearly a maniac, utter maniac. Totally selfish. We have to spend our life on our knees thanking him?! What kind of god would do that?

Of course, theologians and atheists have wrestled with this challenge for centuries. Ham, the well-known leader of Answers In Genesis, explained recently that other forms of creationism could not handle the challenge.

Intelligent Design, Ham argued, fails because it argues only for a vague creator. If there is only a bland, inexact creator, then Fry’s challenge is correct. He, or She, or It, must have created everything, including evil.

Other creationists just don't get it...

Other creationists just don’t get it…

Evolutionary creationism, too, can’t handle evil, according to Ham. The sort of creationism embraced by the BioLogos folks stumbles in the face of Fry’s challenge, Ham says. “If God did use millions of years of evolutionary processes,” Ham wrote,

then He is responsible for all the death, suffering, disease, extinction, pain, cancer, and other evils in this world.

Only a young-earth approach gives a satisfying account of the origins of evil. In Genesis, as Ham reads it, God’s original creation was evil-free. Only when the sinful choices of Adam & Eve introduced evil into the world did things go awry.

For this to make sense, Ham says, we need a real, literal Adam & Eve. We need to take God at His Word. Otherwise, jokers like Fry have the last laugh.

Do Teachers Have the Right to Be Wrong?

How do we draw the line? How do we know when to punish a teacher for being wrong and when to insist that teachers have a right to express their views on controversial topics? A new bill in Montana again insists that creationist teachers should have legal protection to teach their views. Nor is this simply a Montana question. From its headquarters in Seattle, the Discovery Institute has proposed a model bill for legislatures nationwide. From Alabama to Colorado, Florida to South Dakota, lawmakers have offered similar bills.

The basic argument is the same: Teachers must be allowed to teach the full range of ideas about evolution and the origins of life. Should they? And if they shouldn’t, why not?

These are not easy questions, though they might seem so at first. Opponents of these sorts of creationist “academic freedom” laws scoff that no teacher has the right to tell students things that aren’t true. Supporters, on the other hand, might insist that this is a simple question of teachers’ rights to academic freedom.

Neither of those positions captures the complexity of the situation, though. For those of us who oppose these bills, it seems obvious that teachers must not be allowed to tell students things that are not true. As Glenn Branch of the National Center for Science Education put it, Montana teachers do not have the right to teach “bunk.”

The hard question, though, is who decides on the definition of bunk, and how. Historically, we’ve seen teachers persecuted for unpopular political beliefs. As historian Clarence Taylor has described, in the early 1950s eight New York teachers were fired for their leftist sympathies.

Throughout the twentieth century, as I argued in my new book, progressive teachers and school administrators struggled to protect their rights to their political opinions. These educators insisted on their right to hold controversial opinions. More pertinent, they insisted on their right to teach students about these ideas.

In hindsight, it’s clear that the rights of these teachers were egregiously violated. What’s worse, the climate of public education as a whole was degraded by these educational witch-hunts. Only a few teachers were actually purged, but a climate of fear pushed teachers and students to hew more closely to the patriotic party line. That’s not good education.

So creationists ask: Aren’t these bills protecting the same right? Don’t creationist teachers have the right to present all sides of scientific questions about origins?

Yes and no. As philosopher Harvey Siegel and I argue in our upcoming book, creationist teachers and students DO have enormous rights in public-school classrooms. Too often, evolution mavens get too wrapped up in winning culture-war battles to admit it. Far too often, science teachers imply that students need to believe evolution; earnest teachers want students to acknowledge the fact that real knowing means abjuring supernatural explanations of events. Creationist students have every right to dissent from such beliefs. If students want to believe that the earth is 6,000 years old, or that the earth is a floating turtle, or any other sort of thing, they have every right to do so.

Public schools must welcome a plurality of religious beliefs. Creationists—teachers and students alike—must be defended in their quest to protect their faith from assault, even if that assault is only implied or suggested.

By that same token, however, these sorts of academic bills fail on two counts. First, students in public schools have the right to be protected from religious indoctrination. No teacher may preach religious doctrine. Though creationists might howl in protest, even the most intelligently designed creationist bills have religious goals. Instead of protecting teachers’ rights to teach controversial subjects, in effect these sorts of academic freedom bills protect a non-existent right to preach a certain religion-friendly doctrine in public-school classrooms.

Second, students in public schools have the right to learn the best ideas available. When issues are truly controversial, students must be exposed to those controversies. But when ideas are not controversial, students must not be forced to mull false ideas as co-equal to truer ones.

This is not only an evolution/creation idea. In history classes, for example, students should not learn that the South won the Civil War. Or that most enslaved people preferred bondage to freedom. These ideas are held by lots of people, but that doesn’t make them just as true as other historical ideas.

Teach the controversy?

Teach the controversy?

In science classes, the sorts of dissent that people such as Montana legislator Clayton Fiscus wants to protect are not equally scientifically valid. True academic freedom does not include the right to offer worse scientific ideas as equal to better ones. True academic freedom does not include the right to preach religious ideas as facts.

So do teachers have the right to be wrong? Yes, indeed. But they do not have a right to encourage students to believe any particular sort of religious belief. Nor do they have the right to pretend two sets of ideas are equally valid when they are not.

The Wide Wide World of Creationist Sports

When pro athletes start to fight, the officials intervene. What happens when pro sportscasters start to fight about creation and evolution? ESPN has had to silence at least one commentator for defending evolution. We got another taste of that sideline action when star-turned-commentator Bill Walton poked fun at award-winning announcer Dave Pasch.

Pasch has made no secret of his faith, including his Christian beliefs. He sees broadcasting as a perfect opportunity to spread the Word. As part of their jokey relationship, Bill Walton surprised Pasch at a recent game with some presents: a cake and a copy of Darwin’s Origin of Species. Here’s how the dialogue went:

Walton: We wanna make sure that you believe in evolution.

Pasch: I don’t. But I’ll set this over here…. By the way, Bill, I have a book that counters the Origin of Species if you’d like me to bring that to you next game.

Other guy [?]: Crickets…

Walton: I believe in science. And evolution. I’ve been to the Grand Canyon.

Other guy [?]: Alright, let’s…let’s move on here.

Pasch: We’ll take a break. Eat some cake. Talk about the book Bill gave me, and maybe a little irreducible complexity to straighten Bill out.

Sports fans may remember an angrier sideline fight a few months back between pitcher Curt Schilling and commentator Keith Law. The two got into a Twitter shouting match over the fossil record. In the end, ESPN suspended Law from Twitter, not officially for his pro-evolution stance.

What in the wide world of sports is goin on here?

What in the wide world of sports is goin on here?

We could ask if the interchange between Pasch and Walton gives us evidence that intelligent design really is just a stalking horse for conservative evangelical religion. The theorists of the “irreducible complexity” Pasch refers to insist that their ideas are not religious, just scientific. But we clearly see in this interchange that at least one ardent evangelical creationist considers intelligent design to be on His side.

We don’t want to get into all that, though. Instead, let’s focus this morning on some simpler questions:

What’s with all these sports creationists? We know that star athletes from Russell Wilson to Tim Tebow to Jeremy Lin have used their fame to spread the Gospel. Is there something about sports that is friendly to conservative evangelicals?

Christianity Kicked Out of Public Universities

Ball State University doesn’t want any more attention. It has been the subject of a nationwide campaign by pundits who were shocked—shocked!—to hear that one professor spoke kindly of intelligent design. But my current work in the archives at the Billy Graham Center at Wheaton College shows me just how dramatically things have changed in the past fifty years.

You may remember the intelligent-design case. In mid-2013, Eric Hedin was accused of larding his class with religious content. The Wisconsin-based Freedom From Religion Foundation complained, and eventually Ball State’s president announced that religious ideas must not be taught as part of science classes.

Hedin’s use of religious themes became objectionable for two reasons. Mainly, observers complained that he was presenting religious ideas as if they were scientific. But Ball State University was also criticized as a public school using taxpayer dollars to favor one religious group.

According to Jerry Coyne, when Ball State President Jo Ann M. Gora made her announcement that religious ideas should not be taught as science, she emphasized both of these notions. Intelligent design should not be taught as science, Gora told the Ball State community, since

Intelligent design is overwhelmingly deemed by the scientific community as a religious belief and not a scientific theory. Therefore, intelligent design is not appropriate content for science courses.

But Gora specified that even if such religious ideas were taught as part of humanities courses, they must only be taught as ideas, not as dogma. That is, even non-science classes could not teach religious ideas as true, but only as history or literature. As Gora put it,

Discussions of intelligent design and creation science can have their place at Ball State in humanities or social science courses. However, even in such contexts, faculty must avoid endorsing one point of view over others. . . . As a public university, we have a constitutional obligation to maintain a clear separation between church and state. It is imperative that even when religious ideas are appropriately taught in humanities and social science courses, they must be discussed in comparison to each other, with no endorsement of one perspective over another.

Things have changed. As I’ve dug through the archives here at the Billy Graham Center, I’ve come across an intriguing historical coda to the Eric Hedin story. These days, professors at Ball State may not teach religious ideas as science. They may not even teach any single religious idea as history or literature.

But as late as 1957, Ball State University—like many other public universities—taught evangelical Protestantism explicitly and purposefully. Many public colleges, especially teachers’ colleges, had entire programs devoted to what was usually called “Christian Education.” In these courses, public-school students could learn the basics of evangelical proselytization, usually under the heading of learning to be “Sunday School” teachers. Most typically, students were women who hoped to begin or enhance their careers as part-time religious educators.

The current logo hints at this heavenly history...

The current logo hints at this heavenly history…

In some cases, today’s public colleges used to be religious or denominational schools. That doesn’t seem to be the case with Ball State. It claims to have always been part of the government system.

Not only did universities such as Ball State teach courses in spreading the evangelical Gospel to children, but they also accepted transfer credits from unapologetically fundamentalist seminaries. In my archival work, I’ve found several examples of students using their credits from the Winona Lake School of Theology to advance their degrees at public universities like Ball State and the University of Georgia. Even the state of California apparently accepted Winona Lake credits toward public-school teaching certificates.

At the time, Winona Lake School of Theology was a firmly fundamentalist summer school. It was going through an ugly separation from the Fuller Theological Seminary over Fuller’s alleged drift away from Biblical inerrancy. Now defunct, the Winona Lake school refused to go along as Fuller Seminary moved into a more ecumenical attitude.

And in 1957, teachers could use their credits from this religious school to complete their religious program in Christian Education at Ball State University. Though there is too much heated rhetoric about God being “kicked out” of American public education, this example shows us how things really have changed over the past decades.

In 2013, the president of Ball State had no problem announcing that her university must not favor one religion over another; as a public school it must not teach religion, though it can and should teach about religion. But as late as 1957, Ball State and other public universities found it unexceptional to teach entire programs in Christian evangelism. Ball State had no problem taking credits from a fundamentalist seminary, since both programs taught similar course content.

More evidence that we are not just replaying every old culture-war script. Things really have changed.

Creationism, Conservatism, and the Common Core

What does creationism have to do with the newish Common Core Learning Standards? Some conservative activists and politicians are rejecting both in a knee-jerk attack on educational reform. In one new educational bill in Ohio, conservatives simultaneously threw out the Common Core and opened the door to creationism. But this isn’t just a question of creationism. Rather, this is a symptom of a broader conservative attitude toward public schooling.

Not just science, but history and literature are also targeted in this conservative educational power grab.

We first became aware of this new bill in Ohio thanks to the watchdoggery of the folks at the National Center for Science Education. The NCSE, naturally, worried first about the apparent opening of Ohio’s public-school science classes to intelligent design and creationism. Ohio’s House Bill 597 would insist on new standards that specifically “prohibit political or religious interpretation of scientific facts in favor of another.”  The sponsor of the bill, Andy Thompson of Marietta, told the Cleveland Plain Dealer that he included that language to allow school districts the freedom to include a variety of ideas about evolution, not to mandate that districts include intelligent design or creationism.

Representative Thompson wants the Common Core OUT and conservative curricula IN.

Representative Thompson wants the Common Core OUT and conservative curricula IN.

But the anti-Common Core bill also includes a broad-spectrum attack on the purportedly progressive nature of school curricula in other subjects as well. The original draft of the bill specified that 80% of the literature taught must be from American or British authors before 1970, though Thompson quickly backpedaled from that goal. But why was such a target included in the first place? As I detail in my new book, conservatives since the 1970s have looked skeptically at the trend toward “multicultural” literature. Conservative leaders from Max Rafferty to Bill Bennett have insisted that proper education—conservative education—must be based on the classics of our Western civilization. Anything else, they insisted, dooms children to a savage unawareness of their own cultural heritage.

In history, too, the Ohio bill insisted that history instruction include

the original texts and the original context of the declaration of independence, the northwest ordinance, the constitution of the United States and its amendments with emphasis on the bill of rights; incorporate the Ohio constitution; define the United States of America as a constitutional republic; be based on acquisition of real knowledge of major individuals and events; require the study of world and American geography; and prohibit a specific political or religious interpretation of the standards’ content.

Here also we hear echoes of long-time conservative worries. From Lynne Cheney to Dinesh D’Souza, it has become a commonplace of the conservative imagination that leftist history has taken over public education. As I argued recently in a commentary in History News Network, conservatives assume that students are taught that American history is the record of cruel white hate crimes against Native Americans, women, and African Americans. The Ohio bill hopes to rectify this America-bashing by mandating “real knowledge,” not just hate-filled Zinn-isms.

As we’ve seen time and again, conservatives are not united in their thinking about the Common Core. Some conservatives love them….or at least like them. Others blast the standards as yet another attempt at sneaky subversion from Washington.

In this new Ohio legislation, we see how some conservatives combine their loathing of the Common Core with a grab-bag of other conservative educational goals: Less evolution in science class, more America-loving in history class, and less multiculturalism in literature class. Taken together, conservatives such as Ohio’s Andy Thompson hope to broaden the anti-Common-Core juggernaut into a more ambitious conservative panacea.


Creationists: We Don’t Want Creationism in Public Schools

We don’t push creationism on America’s public schools.  That’s the word from two very different ends of America’s creationist spectrum.

An intelligent observer might be forgiven for feeling a little confused.  If creationists don’t want creationism in America’s schools, what do they want?

Seen from this outsider’s perspective, this creationist plea demonstrates the important fact that America has not hit a wall with evolution/creation controversies; we are not trapped in a timeless deadlock; evolution and creation are not grappling in an endless, changeless battle.

Evolution is winning.

Don’t believe me?  Consider the recent statements of two leading creationists, two creationists with very different anti-evolution ideas.

Our first creationist voice for keeping creationism out of public schools comes from the leading proponent of intelligent design, Seattle’s Discovery Institute.

According to the conservative Christian World Magazine, the Discovery Institute’s Stephen Meyer has called recently for intelligent design advocates to stop pushing ID on public schools.  In a New York talk about his new book, Darwin’s Doubt, Meyer insisted it would be “imprudent for our side to be pushing intelligent design into textbooks.”

There was no need for such forceful public advocacy, Meyer argued.  Instead, growing doubt among mainstream scientists should be allowed to bubble over into public-school science curriculum.  According to Meyer, “There are too many scientists doing science from this perspective to keep it out of schools.  I’d prefer for it to happen organically.”

At the other end of the creationism spectrum, Ken Ham has called for a similar hands-off policy concerning public schools.  Ham, the founder of the leading young-earth creationist ministry Answers In Genesis, has insisted recently that his group does not push young-earth creationism into public schools.  Why not?  Because mandated creationism, Ham argued, would “likely be taught poorly (and possibly mockingly) by a teacher who does not understand what the Bible teaches. . .”

On the other hand, Ham does hope that public schools will teach a greater variety of ideas about evolution, including young-earth creationism.

For those of us non-creationists hoping to understand American creationism, what lessons can we take out of these statements?

At first glance, such arguments seem merely strategic.  My hunch is that both Meyer and Ham would prefer to see more intelligent design or young-earth creationism in America’s public schools, respectively.  Insisting that they do not push such notions seems nothing more than an attempt to play the role of innocent bystander in creation/evolution fights.

But we can take other lessons from these creationist statements as well.  First of all, both statements demonstrate a recognition that ID or YEC are not currently dominant in America’s public schools.  Dr. Meyer says he does not want to push ID, since that will leave the decisions in the hand of a judge, as happened in the Dover trial.  Mr. Ham worries that mandatory creationism would lead to withering critiques of the creation curriculum by the vast numbers of anti-creationist teachers.

As I’ve argued in my 1920s book, such creationist attitudes represent a wholesale revolution in anti-evolution politics.  In the 1920s, anti-evolution campaigns wanted more than to have creationism included in public schools.  Back then, anti-evolution politicians hoped to ban evolution wholesale.  Not only that, in the 1920s politicians and activists insisted on banning all sorts of ideas that might have challenged traditional Protestant culture.  Consider the “anti-evolution” law that passed the US Congress in 1924.  That law specified that no teachers could engage in “disrespect of the Holy Bible.”  But the law also insisted that DC teachers could not teach that the USA had an inferior form of government.

The sort of “us-too” strategy engaged in by Ham and Meyer demonstrates a very different goal.  Even if they are being duplicitous in their insistence that they do not want to push creationism on public schools, the very fact that they choose to disavow such insistence speaks volumes.

In the 1920s, anti-evolutionists wanted evolution out.  All the way out.  With all its attendant theories of atheism, socialism, sloppiness, and bad manners.  Anti-evolutionists went out of their way to show their vehement condemnation of all things evolutionary.

In the 21st century, in contrast, anti-evolutionists claim only to want a place at the public-school table.

This revolution in anti-evolution strategy demonstrates that there is no long-term deadlock in the evolution/creation struggle.

I’ll say it again: Evolution is winning.

It only appears to be a deadlock if we restrict ourselves to a short historical perspective.  Yet, for understandable reasons, many of the smartest voices in the evolution/creation debates have implied that we are in fact stuck.

Randy Moore, for example, has long been the smartest guy in the room when it comes to the struggle over creationism and biology education.  Yet even he allows himself to imply that evolution/creation has bogged down.  In a recent essay in the BioLogos Forum, for example, Moore opens with the following assertion: “the evolution-creationism controversy has been one of the most abiding controversies in America during the past several decades, public attitudes about evolution and creationism have changed relatively little during that time.”

True enough, but he restricts himself to a relatively short timeline.  Opinions since the 1980s may have congealed, but that does not imply a longterm freeze.

Michael Berkman and Eric Plutzer, too, open their wonderful study of evolution and creationism battles with the assumption that these battles have changed little.  They do not ask IF creation/evolution fights have deadlocked.  They only ask WHY such fights have been so durable.

Today’s statements from Stephen Meyer and Ken Ham demonstrate the dangers of these assumptions.  From an historian’s perspective, attitudes that have stayed the same since the 1980s are not proof of deadlock.  Rather, they appear only to be recent trends.

The fact that leading creationists insist that they do not want to push their theories into public schools tells us a lot.

It doesn’t tell us, of course, exactly how sincere such protestations might be.

But it does tell us that the evolution/creation controversy has changed dramatically over the past century.  Whereas the first rounds of this battle saw anti-evolutionists pound evolution education into the ropes, more recent decades have seen that trend reversed.

It is now creationists who insist they don’t want to push their ideas into public schools.

“Why can’t creationism be included?” is a vastly different question than “Why should schools include evolution?”

Creationist Rebels in the Classroom

How can we improve evolution education in this country?  Some suggest that new science standards will do the job.  Others suggest evolution educators need to get to creationists’ kids early.

Good ideas.

But there are also proud creationist teachers in schools, folks such as Daniel Brown.[*]  In a World Magazine article about the influence of intelligent-design workshops for teachers, Brown proclaimed,

When the culture tells me I’m not allowed to think outside the Darwinian box, it makes me want to think outside the Darwinian box.

Several teachers described their devotion to include creationism despite pressure to teach evolution.  Brown, for example,

avoids legal quicksand by teaching in a way that prompts students to do their own thinking. As a physics teacher, he doesn’t talk about biology, but introduces the concept of fine-tuning in the universe. For example, the Earth’s atmosphere blocks harmful radiation from the sun but is transparent to the visible light needed for photosynthesis. The Earth is an ideal distance from the sun to host liquid water, and our solar system is ideally placed to avoid dangerous radiation from the center of the galaxy. Brown ends such talks by suggesting to students, “It kind of makes you think!”

Another public-school teacher felt pressured to quit her job.  She told World Magazine she followed a “middle-of-the-road” path, but her principal accused her of infusing her classes with faith.  In the end, she took a less-than-perfect job at a Catholic school.  The school still taught evolution, but at least the teacher was allowed to praise the Lord in class.

So how can we push more and better evolution education into America’s classrooms?  It won’t hurt to have better standards.  It won’t hurt to expose more students to more science.  But we must start by acknowledging the durable and powerful cultural roots of creationism.

For instance, in spite of the tone of beleaguered victimhood of the World Magazine article, these teachers all received training and encouragement this summer at a workshop run by the intelligent-design focused Discovery Institute.  Such programs represent a continuing effort to prevent mainstream science from taking over America’s science classrooms.  Institutions such as the Discovery Institute will likely continue actively to promote various creationist ideas as good science.

Also, we also have to consider the stubborn effective resistance of creationist teachers themselves.  The teachers profiled by World Magazine did not simply stumble onto an intelligent-design dissent.  They eagerly sought out the aid of outside agencies in their continuing fight to promote creationism in their own classrooms.


[*] A pseudonym.

Creation, Too

People don’t have anything against evolution.  But they all want us to teach creationism, too.

I don’t get out much.  But this past weekend I was able to attend a summer cook-out with some interesting people.  One of the guests was a school principal.[*]

Now, in the best of times, my social skills aren’t much.  But this past weekend, I was worse than usual.  This poor guy wanted to have a few beers by the pool, eat a burger, watch the kids swim, and wonder if the guacamole had been sitting out in the sun too long.

Once I found out he was a school principal, however, I couldn’t help myself.

I awkwardly steered the conversation toward the issues of conservatism and schooling.  This guy runs a high school in a semi-rural area of New England.  I was itching to know if he fielded lots of complaints or disagreements about the content of the curriculum, the style of teaching, etc.  Did they argue about sex ed?  Prayer?  Evolution?

When I asked him if he ever heard complaints from parents about the teaching of evolution, he offered an intriguing comment.  “No,” he said, desperately looking over my shoulder to see if someone could rescue him from this conversation.  “People don’t have anything against evolution.”

Rats, I thought.  I felt sure a rural school high school, even in the liberal heartland of New England, would field some anti-evolution pressure.  I was hoping to hear about it from the ground level.

“But,” the principal continued, “they all want us to teach creationism, too.”


For this well-educated, experienced educator, the desire to teach creationism in science classes did not, on first blush, count as opposition to evolution.  Rather, he considered the desire to include creationism as an obvious and eternal part of public opinion.

How did he handle it?  He did not seem too concerned.

“We try to keep everyone happy,” he said, before he mumbled something about his kid drowning and scurried away.

This principal’s experience fits with the national-level perspective.  According to poll data, large majorities of Americans would like to have both evolution and creationism taught in public-school science classes.

As the experience of my new friend demonstrates, the idea of teaching both is often seen as uncontroversial.

Of course, this is in stark contrast with Official Policy, as seen in court decisions such as Edwards v. Aguillard (1987) and Kitzmiller v. Dover (2005).  In 1987, the US Supreme Court decided that teaching creationism alongside evolution counted as unconstitutional government support for religion.  They also ruled, however, that scientific alternatives to evolution could be part of public-school lessons if it were done for purely secular reasons.  In Kitzmiller, Judge Jones decided that intelligent-design advocates had not made the case that intelligent design was taught for secular reasons.

Such decisions, however, in practice amount to a hill of beans.  As political scientists Michael Berkman and Eric Plutzer have argued, teachers teach what they want.  If they work in an area that supports creationism, they will tend to include creationism in their classes, or creation-friendly ideas.

My conversation this weekend gave me one small example of the ways this reaches beyond teachers’ decisions.  My principal friend did not consider it controversial to include creationism alongside evolution, despite the fact that such things have been ruled unconstitutional.  He knew what would work in his district.  He knew what would work in his school.  And in his corner of the world of public education, that meant including creationism alongside evolution.


[*] In the US, a principal is the administrator in charge with running a school.  He or she makes hiring decisions and is supposed to implement state and district policy.

White House Petition: Halfway against Creationism

Half-way.  That’s how far the anti-creationism White House petition made it.

Well, almost.  After one month, the petition to President Obama to “ban creationism and intelligent design” attracted a total of 46,070 signatures, just under half of the 100,000 it needed to guarantee Presidential consideration.

What does it mean?  Not much.  Even if the petition had succeeded, it would have only been a symbolic statement about the popularity of anti-creationism.

For the sake of argument, I’m curious how many signatures a petition would get if it asked President Obama to support the right of students to learn about alternatives to evolutionary theory.