Critical Analysis of Evolution is the name of both a proposed high school science lesson plan promoting intelligent design and a tactic to promote design using Teach the Controversy promoted by the American think tank, Discovery Institute, originators of the intelligent design movement, as part of their campaign promoting intelligent design. It is an integral part and slogan of the Teach the Controversy campaign the goal of which is to undermine the teaching of the theory of evolution in public school science curricula and supplement it with intelligent design.
A prime feature of the lesson plan is that it treats evolution as a theory which should be questioned in science classes. The Discovery Institute's presentation of evolution stands in contrast to that of the scientific community, where evolution is overwhelmingly accepted.
That all forms of life on Earth are related by common descent with modification is one of the most reliable and empirically tested theories in science, and intelligent design has been rejected by the overwhelming majority of the scientific community. There is no significant controversy within the scientific community about the validity of evolution, and it has been stated that Critical Analysis of Evolution is nothing but creationism and intelligent design relabeled, and therefore has no place in a science class.
Read more about Critical Analysis Of Evolution: Details of The Campaign, History Behind The Campaign
Famous quotes containing the words critical, analysis and/or evolution:
“To take pride in a library kills it. Then, its motive power shifts over to the critical if admiring visitor, and apologies are necessary and acceptable and the fat is in the fire.”
—Carolyn Wells (1862–1942)
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“By contrast with history, evolution is an unconscious process. Another, and perhaps a better way of putting it would be to say that evolution is a natural process, history a human one.... Insofar as we treat man as a part of nature—for instance in a biological survey of evolution—we are precisely not treating him as a historical being. As a historically developing being, he is set over against nature, both as a knower and as a doer.”
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