David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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Philosophy and Public Affairs 36 (2):187-205 (2008)
i The 2005 decision by Judge John E. Jones in Kitzmiller v. Dover Area School District was celebrated by all red-blooded American liberals as a victory over the forces of darkness. The result was probably inevitable, in view of the reckless expression by some members of the Dover School Board of their desire to put religion into the classroom, and the clumsiness of their prescribed statement in trying to dissimulate that aim.1 But the conﬂicts aired in this trial—over the status of evolutionary theory, the arguments for intelligent design, and the nature of science—reveal an intellectually unhealthy situation. The political urge to defend science education against the threats of religious orthodoxy, understandable though it is, has resulted in a counterorthodoxy, supported by bad arguments, and a tendency to overstate the legitimate scientiﬁc claims of evolutionary theory. Skeptics about the theory are seen as so dangerous, and so disreputably motivated, that they must be denied any shred of..
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L. King, B. Morgan-Olsen & J. Wong (2016). Identifying Difference, Engaging Dissent: What is at Stake in Democratizing Knowledge? Foundations of Science 21 (1):69-88.
Michael J. Reiss (2011). How Should Creationism and Intelligent Design Be Dealt with in the Classroom? Journal of Philosophy of Education 45 (3):399-415.
Scott Tanona (2010). The Pursuit of the Natural. Philosophical Studies 148 (1):79 - 87.
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