Not in Our Classrooms: Why Intelligent Design Is Wrong for Our Schools

Not in Our Classrooms examines the intelligent design movement's attempts to introduce religious concepts into public school science education. The book presents scientific, legal, and educational arguments against teaching intelligent design alongside evolution in biology classes. Contributors analyze specific cases where intelligent design proponents have challenged science curricula, including the 2005 Dover, Pennsylvania trial. The text outlines the history of anti-evolution movements in America and documents the shift from traditional creationism to intelligent design advocacy. Scientists, educators, and legal scholars provide evidence-based responses to common intelligent design claims and strategies. The book includes practical guidance for teachers and school administrators facing pressure to modify science instruction. The work frames the intelligent design debate within broader questions about the role of religion in public education and the importance of maintaining scientific integrity in schools. Through its analysis, the book highlights the ongoing tension between religious beliefs and secular education in American society.

Readers describe this book as a clear, concise examination of why intelligent design should not be taught in science classrooms. Many reviewers note its value as a reference guide for teachers and school administrators dealing with ID-related controversies. Readers appreciated: - Well-organized legal and scientific arguments - Clear explanations of key court cases - Practical advice for educators and parents - Multiple expert contributors providing different perspectives Common criticisms: - Can be overly technical in some sections - Some readers felt it preached to the converted - Brief length left some topics underdeveloped Ratings: Goodreads: 4.0/5 (89 ratings) Amazon: 4.3/5 (21 ratings) Notable review quote: "Provides exactly what educators need - a compact resource explaining why ID isn't science and how to address it when it comes up in schools." - Amazon reviewer Several reviewers mentioned using it successfully when dealing with school board challenges regarding intelligent design curriculum proposals.

Evolution vs. Creationism by Eugenie C. Scott A sourcebook of scientific responses to creationist arguments, providing primary documents and analysis of court cases regarding science education.

Only a Theory by Kenneth R. Miller A cell biologist examines intelligent design claims and presents evidence for evolution while exploring the intersection of science and faith in American education.

The Devil in Dover by Lauri Lebo A journalist documents the 2005 Kitzmiller v. Dover trial, which determined the constitutionality of teaching intelligent design in public schools.

Why Darwin Matters by Michael Shermer The book outlines evolution's scientific foundations and addresses the political and social controversy surrounding its teaching in schools.

Creationism's Trojan Horse by Barbara Forrest An investigation into the intelligent design movement's history, strategies, and attempts to influence public education policy.

🧬 Author Eugenie C. Scott served as executive director of the National Center for Science Education for 27 years, leading numerous successful campaigns to keep evolution education in public schools. 🏛️ The book was released in 2006 during a pivotal time in the Intelligent Design debate, shortly after the landmark Kitzmiller v. Dover Area School District trial, which ruled against teaching ID in public schools. 📚 The text includes contributions from multiple experts including philosopher of science Robert T. Pennock and biology professor Brian Alters, providing diverse academic perspectives on the ID controversy. ⚖️ The Dover trial referenced in the book marked the first direct challenge to intelligent design in U.S. federal courts, with Judge John E. Jones III ruling that ID is not science but "disguised creationism." 🎓 Co-author Glenn Branch has tracked over 100 attempts to undermine evolution education in U.S. public schools between 2001 and 2006, documenting these cases for the National Center for Science Education.