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Beacon Press
Not in our classrooms: why Intelligent Design is wrong for our schools
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.
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