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Consider the curious case of the theory of evolution. In the almost 150 years since the publication of Darwin’s The Origin of Species, every major scientific discovery in biology, genetics, paleontology, etc. has reinforced Darwin’s original insight, remedied some of the gaps and errors (e.g. modified Lamarkism) in Darwin’s account, and, in general, elevated evolution from just one theory about the development of life to the theory about the development of life. Despite the differences and squabbles that remain among evolutionists, evolution has come to occupy the central position in contemporary biology. There hasn’t been a single, notable scientific discovery in the last 150 years to challenge the general evolutionary approach. And yet, despite all this, the teaching of evolution is controversial in some quarters. Surveys show that close to 50% of Americans do not accept the truth of evolution. One of the most striking images from the recent political primary campaigns was the image of several Republican presidential candidates refusing to raise their hands when asked which of them accepted evolution. This is not, historically, an unprecedented situation. One clear parallel can be seen in the Catholic Church’s resistance to Copernican and Galilean cosmology. But there are still differences between the two cases. There is no longer a monolithic church to dictate belief, we generally see ourselves as more scientifically sophisticated and advanced. And yet, despite the repeated legal defeats handed to Intelligent Design Creationists and others who oppose evolution, there are still those 50% who doubt and those Republican candidates who refused to raise their hands. Under these circumstances what can evolutionists say to their anti-evolution brethren? In Teaching about Scientific Origins: Taking Account of Creationism, Leslie S. Jones, a science educator in the biology department at Valdosta State University, and Michael J. Reiss, a professor of science education at the Institute of Education, University of London, and also a Priest in the Church of England, present 13 essays by a variety of writers that attempt to answer that question. Almost all the essays in this collection are written by committed evolutionists, all of whom are involved in educational endeavors. This leads to a situation where the overwhelming emphasis is on the question of how science (and science teachers) should respond to religious challenges. Thus, the burden of proof seems to fall squarely on the scientists. This in itself is problematic. After all, it’s not simply a case of (some) science disagreeing with (some) religion; it is also a case of (some) religion disagreeing with (some) science. But religious critics are not really being called on here to supply a defense of their part of the controversy. This may just be a function of the anthology itself, but it does, I think, present an unfair advantage to the anti-evolution religious mindset. Just as in a court of law the burden of proof falls on the prosecution, so here the burden of proof falls on science to make its case. The historical background to the evolution/creationism controversy is summarized nicely in the useful essay by Randy Moore, “The History of the Evolution/Creationism Controversy and Likely Future Developments.” Moore supplies a catalog of the major legal battles waged and lost by the creationists and sketches the strategies that have Evo Edu Outreach (2008) 1:536–540 DOI 10.1007/s12052-008-0071-6

Intelligently Discussing Design: Jones and Reiss’s Teaching about Scientific Origins: Taking Account of Creationism