- Home
- Science
- Life Sciences
- Not in Our Classrooms (Why Intelligent Design Is Wrong for Our Schools)
Not in Our Classrooms (Why Intelligent Design Is Wrong for Our Schools)
List Price:
$17.00
- Availability: Confirm prior to ordering
- Branding: minimum 50 pieces (add’l costs below)
- Check Freight Rates (branded products only)
Branding Options (v), Availability & Lead Times
- 1-Color Imprint: $2.00 ea.
- Promo-Page Insert: $2.50 ea. (full-color printed, single-sided page)
- Belly-Band Wrap: $2.50 ea. (full-color printed)
- Set-Up Charge: $45 per decoration
- Availability: Product availability changes daily, so please confirm your quantity is available prior to placing an order.
- Branded Products: allow 10 business days from proof approval for production. Branding options may be limited or unavailable based on product design or cover artwork.
- Unbranded Products: allow 3-5 business days for shipping. All Unbranded items receive FREE ground shipping in the US. Inquire for international shipping.
- RETURNS/CANCELLATIONS: All orders, branded or unbranded, are NON-CANCELLABLE and NON-RETURNABLE once a purchase order has been received.
Product Details
Author:
Eugenie Scott, Glenn Branch, Bill Nye
Format:
Paperback
Pages:
184
Publisher:
Beacon Press (October 15, 2006)
Language:
English
ISBN-13:
9780807032787
ISBN-10:
0807032786
Weight:
8oz
Dimensions:
5.53" x 8.49" x 0.44"
Case Pack:
48
File:
RandomHouse-PRH_Book_Company_PRH_PRT_Onix_full_active_D20260705T120902_156890290-20260705.xml
Folder:
RandomHouse
As low as:
$13.09
List Price:
$17.00
Publisher Identifier:
P-RH
Discount Code:
A
QuickShip:
Yes
Audience:
General/trade
Country of Origin:
United States
Pub Discount:
65
Imprint:
Beacon Press
Overview
The book . . . is an excellent resource to deal with the attack on evolution, which is a surrogate, and indeed a wedge, for a wide-ranging crusade against the scientific integrity of the public education system in America."--Rev. Barry W. Lynn from the Foreword
More than eighty years after the Scopes trial, creationism is alive and well. Through local school boards, sympathetic politicians, and well-funded organizations, a strong movement has developed to encourage the teaching of the latest incarnation of creationism—intelligent design—as a scientifically credible theory alongside evolution in science classes. Although intelligent design suffered a serious defeat in the recent Kitzmiller v. Dover trial, its proponents are bound to continue their assault on evolution education. Now, in Not in Our Classrooms, parents and teachers, as well as other concerned citizens, have a much-needed tool to use in the argument against teaching intelligent design as science.
Where did the concept of intelligent design originate? How does it connect with, and conflict with, various religious beliefs? Should we teach the controversy itself in our science classrooms? In clear and lively essays, a team of experts answers these questions and many more, describing the history of the intelligent design movement and the lack of scientific support for its claims. Most importantly, the contributors—authorities on the scientific, legal, educational, and theological problems of intelligent design-speak specifically to teachers and parents about the need to defend the integrity of science education by keeping intelligent design out of science curriculums. A concluding chapter offers concrete advice for those seeking to defend the teaching of evolution in their own communities.
Not in Our Classrooms is essential reading for anyone concerned about defending the teaching of evolution, uncompromised by religiously motivated pseudoscience, in the classrooms of our public schools.
More than eighty years after the Scopes trial, creationism is alive and well. Through local school boards, sympathetic politicians, and well-funded organizations, a strong movement has developed to encourage the teaching of the latest incarnation of creationism—intelligent design—as a scientifically credible theory alongside evolution in science classes. Although intelligent design suffered a serious defeat in the recent Kitzmiller v. Dover trial, its proponents are bound to continue their assault on evolution education. Now, in Not in Our Classrooms, parents and teachers, as well as other concerned citizens, have a much-needed tool to use in the argument against teaching intelligent design as science.
Where did the concept of intelligent design originate? How does it connect with, and conflict with, various religious beliefs? Should we teach the controversy itself in our science classrooms? In clear and lively essays, a team of experts answers these questions and many more, describing the history of the intelligent design movement and the lack of scientific support for its claims. Most importantly, the contributors—authorities on the scientific, legal, educational, and theological problems of intelligent design-speak specifically to teachers and parents about the need to defend the integrity of science education by keeping intelligent design out of science curriculums. A concluding chapter offers concrete advice for those seeking to defend the teaching of evolution in their own communities.
Not in Our Classrooms is essential reading for anyone concerned about defending the teaching of evolution, uncompromised by religiously motivated pseudoscience, in the classrooms of our public schools.
