This letter was sent to Academy members by President Bruce Alberts on March 4, 2005.
Dear Colleagues:
I write to alert you to efforts by the National Academies to confront the increasing challenges to the teaching of evolution in public schools; your help may be needed in your state soon.
On February 7, 2005, Michael Behe, a founder and leading proponent of the Intelligent Design (ID) movement, published a long Op-Ed in the New York Times in response to an editorial that the Times had released the previous week. In that letter, Dr. Behe claimed that some words I wrote support his view that scientific explanations for the evolution of life on the Earth need to be modified to insert the work of an "intelligent designer".
In my response to the Times (see
http://www.nas.edu/nas/feb05times-evolution), I pointed out that, while my words are reflected correctly in Behe's column, he completely misrepresents the intent of my statement. This is a common tactic among those who are attempting to introduce religious views of the origins of life into the public schools -- or who are trying to undermine the teaching of evolution because of purported "weaknesses" in the theory.
I write to you now because of a growing threat to the teaching of science through the inclusion of non-scientifically based "alternatives" in science courses throughout the country. A recent article in the Washington Post pointed out that there are challenges to the teaching of evolution in 40 states or local school districts around the country today (for more details, visit the website of the National Center for Science Education,
http://ncseweb.org). Major newspapers, magazines, and other media (e.g., Time, Newsweek, MSNBC, National Geographic) have featured major stories about the controversy during the past six months.
Recent tactics to cast doubt on the veracity or robustness of the theory of evolution have included placing disclaimer stickers in the front of high school biology textbooks (Cobb County, GA and Alabama; proposal before the Missouri House of Representatives), mandating or recommending the inclusion of Intelligent Design in high school biology courses (e.g., Dover, PA; Cecil County, MD, respectively); development of statewide lesson plans that encourage students to examine "weaknesses" in the theory of evolution (Ohio), and plans to revisit parts of state science standards that focus on evolution (Kansas State Board of Education). If these challenges have not yet reached where you live or work, they are likely to do so in time.
-more-
http://www4.nationalacademies.org/nas/nashome.nsf/urllinks/NAS-6AQJS4?OpenDocument