In mid-October, a panel of the Ohio State School Board voted unanimously to adopt a new science teaching standard that allows teachers to inform students of evidence against the theory of evolution as well as for it. The standard defines “science” as the search for ever more adequate explanations of our world, rather than explanations that consider natural causes only. Teachers will presumably no longer be subject to dismissal for informing students about the grounds on which the ubiquitous peppered moth example has been severely criticized, or for saying that the impressive illustrations of vertebrate embryo similarities in their textbooks are inaccurate, taken from drawings by a nineteenth-century German Darwin . . .
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