During March most of my attention was focused (from a distance) on Ohio, where my Wedge colleagues were arguing that Ohio’s public school science education standards should allow consideration of alternatives to Darwinism. These would include the possibility that the apparently designed adaptive features of living organisms reflect the activity of a real designer, rather than merely the purposeless Darwinian mechanism of mutation and selection. As in Kansas in 1999, the Darwinians began the battle by asking the state board of education to adopt new standards that would place a much greater emphasis upon biological evolution and give no recognition to the fact that a majority of Americans considers the subject co . . .
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