Abstract
One can hardly imagine a more contentious issue in the American culture wars than the debate over how biological origins should be taught in the public schools. On the one hand, the National Academy of Sciences, the National Center for Science Education, and the American Civil Liberties Union have insisted that any departure from a strictly Darwinian approach to the issue constitutes an attack on science itself, and even an unconstitutional intrusion of religion into the public school science curriculum. On the other hand, many parents and religious activists have long rebelled against what they perceive as a dogmatic attack on their religious beliefs. Beginning in the 1970s, such activists sought to promote a Bible-based curriculum- known as "scientific creationism"--as either a complement or an alternative to the standard Darwinist curriculum advocated by the National Academy of Sciences. And so the battle lines were drawn.
Recommended Citation
DeWolf, David K.; Meyer, Stephen C.; and DeForrest, Mark Edward
(2001)
"Teaching the Origins Controversy: Science, or Religion, or Speech?,"
Utah Law Review: Vol. 2000:
No.
1, Article 2.
Available at:
https://dc.law.utah.edu/ulr/vol2000/iss1/2