Stephen Law is a philosopher and senior lecturer at Heythrop College at the University of London. He is the editor of the Royal Institute of Philosophy’s journal Think. His interests include relevance of philosophy; philosophy and religion; philosophy and children; moral education and creationism versus evolution. He is a member of the Humanist Philosophers Group, […]
John Dupré is a professor of philosophy of science at the University of Exeter. He has worked on a wide variety of biological issues of interest to philosophy including the nature of species, organisms, and genes and the implications of evolutionary theory. He is the author of Darwin’s Legacy: What Evolution Means Today (Oxford, 2003) and […]
David Fergusson is a professor of divinity at the University of Edinburgh. His is director of the Scottish Journal of Theology. His research focuses on the relationship between church and society, Christian doctrine, and Christian history, with an emphasis on the history of Catholic and Reformed theology.
Sheila E. McGinn is a professor of biblical studies and early Christianity in the religious studies department at John Carroll University in University Heights, Ohio. She has written on Paul’s writings and the theology of creation.
June 30, 2013, in-depth Mashable article about the debate over teaching creationism and intelligent design in public schools with a focus on Louisiana.
May 23, 2013, WLWT.com article about an Ohio school district considering teaching creationism.
Pew has a graphic posted on Feb. 4, 2009, showing how members of different faiths view evolutionary theory.
In 2005, a district court judge ruled in Kitzmiller v. Dover Area School District that teaching intelligent design in public schools was unconstitutional. Many critics of intelligent design heralded the decision as the death knell for creationism, while ID proponents vowed to fight on. Read about it in an Oct. 17, 2008, article posted by the National […]
In 2006, the state of Georgia lost an appeal in federal court to keep stickers on public school science textbooks that described evolution as “a theory, not a fact.” Read about it in a May 26, 2006, story from The New York Times.