Teach The Controversy - Employment of The Strategy

Employment of The Strategy

The Discovery Institute's strategy has been for the institute itself or groups acting on its behalf to lobby state and local boards of education, and local, state and federal policymakers to enact policies and/or laws, often in the form of textbook disclaimers and the language of state science standards, that undermine or remove evolutionary theory from the public school science classroom by portraying it as "controversial" and "in crisis;" a portrayal that stands in contrast to the overwhelming consensus of the scientific community that there is no controversy, that evolution is one of the best-supported theories in all of science, and that whatever controversy does exist is political and religious, not scientific. The Teach the Controversy strategy has benefitted from 'stacking' municipal, county and state school boards with intelligent design proponents as alluded to in the Discovery Institute's Wedge Strategy.

As the primary organizer and promoter of the Teach the Controversy campaign, the Discovery Institute has played a central role in nearly all intelligent design cases, often working behind the scenes to orchestrate, underwrite and support local campaigns and intelligent design groups such as the Intelligent Design Network. It has provided support ranging from material assistance to federal, state and regionally elected representatives in the drafting of bills to the provision of support and advice to individual parents confronting their school boards. DI's goal is to move from battles over standards to curriculum writing and textbook adoption while undermining the central positions of evolution in biology and methodological naturalism in science. In order to make their proposals more palatable, the Institute and its supporters claim to advocate presenting evidence both for and against evolution, thus encouraging students to evaluate the evidence.

Though Teach the Controversy is presented by its proponents as encouraging academic freedom, it, along with the Santorum Amendment, is viewed by many academics as a threat to academic freedom and is rejected by the National Science Teachers Association, and the American Association for the Advancement of Science. The American Society for Clinical Investigation's Journal of Clinical Investigation describes the Teach the Controversy strategy and campaign as a "hoax" and that "the controversy is manufactured."

Along with the objection that there is no scientific controversy to teach, another common objection is that the Teach the Controversy campaign and intelligent design arise out of a Christian fundamentalist and evangelistic movement that calls for broad social, academic and political changes. Intelligent design proponents argue their concepts and motives should be given independent consideration. Those critical of intelligent design see the two as intertwined and inseparable, citing the foundational documents of the movement such as the Wedge Document and statements made by intelligent design proponents to their constituents. The judge in the Kitzmiller v. Dover Area School District trial considered testimony and evidence from both sides on the question of the motives of intelligent design proponents when he ruled that "ID cannot uncouple itself from its creationist, and thus religious, antecedents" and "that ID is an interesting theological argument, but that it is not science."

In the debate surrounding the linking of the motives of intelligent design proponents to their arguments, following the Kansas evolution hearings the chairman of the Kansas school board, Dr. Steve Abrams, cited in The New York Times as saying that though he's a creationist who believes that God created the universe 6,500 years ago, he is able to keep the two separate:

In my personal faith, yes, I am a creationist, ... But that doesn't have anything to do with science. I can separate them. ... my personal views of Scripture have no room in the science classroom.

Afterward, Lawrence Krauss, a Case Western Reserve University physicist and astronomer, in a New York Times essay said:

A key concern should not be whether Dr. Abrams's religious views have a place in the classroom, but rather how someone whose religious views require a denial of essentially all modern scientific knowledge can be chairman of a state school board. ... As we work to improve the abysmal state of science education in our public schools, we will continue to do battle with those who feel that knowledge is a threat to religious faith ... we should remember that the battle is not against faith, but against ignorance.

A rudimentary form of the teach the controversy strategy had emerged first among creation scientists following the Supreme Court's Edwards v. Aguillard decision. The Institute for Creation Research (ICR) prepared an evaluation of what the movement should try next, suggesting "school boards and teachers should be strongly encouraged at least to stress the scientific evidences and arguments against evolution in their classes . . . even if they don't wish to recognize these as evidences and arguments for creationism." Glenn Branch of the National Center for Science Education says this comment shows that the teach the controversy strategy was "pioneered in the wake of Edwards v. Aguillard."

Prior to the September 2005 start of the Kitzmiller v. Dover Area School District trial, the "Dover trial," prominent intelligent design proponents gradually shifted to a "Teach the Controversy" strategy. They had realised that mandates requiring the teaching of intelligent design were unlikely to survive challenges based on the Establishment Clause of the First Amendment, and that an unfavorable ruling had the effect of legally ruling intelligent design a form of religious creationism.

Thus, the Discovery Institute repositioned itself. It publicly abandoned advocating for any policies or laws that required the teaching of intelligent design in favor of a Teach the Controversy strategy. Institute Fellows reasoned that once the "fact" that a controversy indeed exists had been established in the public's mind, then the reintroduction of intelligent design into public school criteria would be much less controversial later.

The best illustration of this shift in strategy is comparing the Discovery Institute's 1999 guidebook Intelligent Design in Public School Science Curricula which concludes "school boards have the authority to permit, and even encourage, teaching about design theory as an alternative to Darwinian evolution" to 2006 statements by Phillip E. Johnson, that his intent was never to use public school education as the forum for his ideas and that he hoped to ignite and perpetuate a debate in universities and among the higher echelon of scientific thinkers.

With the December 2005 ruling in Kitzmiller v. Dover Area School District, wherein Judge John E. Jones III concluded that intelligent design is not science, intelligent design proponents were left with the Teach the Controversy strategy as the most likely method left to realize the goals stated in the wedge document. Thus, the Teach the Controversy strategy has become the primary thrust of the Discovery Institute in promoting its aims. Just as intelligent design is a stalking horse for the campaign against what its proponents claim is a materialist foundation in science that precludes God, Teach the Controversy has become a stalking horse for intelligent design. But the Dover ruling also characterized "teaching the controversy" as part of a religious ploy.