Eugenie C. Scott

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Although evolutionary biology is replete with explanations for complex biological structures, scientists concerned about evolution education have been forced to confront "intelligent design" (ID), which rejects a natural origin for biological complexity. The content of ID is a subset of the claims made by the older "creation science" movement. Both(More)
Creationism continues to present a challenge to the teaching of evolution in the United States. With attempts to ban evolution education and to "balance" the teaching of evolution with creationism unavailing, creationists are increasingly favoring the approach of misrepresenting evolution as scientifically controversial. To understand the ongoing challenges(More)
In a previous article, we suggested that differences in how the general public and scientists use terms such as purpose and design can lead to confusion, particularly around understanding evolution and mechanisms of evolutionary change. Here, we present two additional problem concepts, cause and chance, and discuss how these concepts lead to confusion,(More)
In 1999, Scott suggested that evolution has existential repercussions for some students because they confuse methodological naturalism with philosophical naturalism: conflating the incapacity of scientific explanations to appeal to the supernatural with the idea that God must not exist. Unfortunately, part of the reason for the confusion involves terms that(More)
Evolutionary biology owes much to Charles Darwin, whose discussions of common descent and natural selection provide the foundations of the discipline. But evolutionary biology has expanded well beyond its foundations to encompass many theories and concepts unknown in the 19th century. The term “Darwinism” is, therefore, ambiguous and misleading. Compounding(More)
Science teachers are on the front lines of the evolution wars, not only in prominent court cases but also in everyday classroom situations. Owing both to religious opposition to and common misconceptions about evolution, science teachers are in need of support and sometimes guidance. Staff from the National Center for Science Education are looking forward(More)
Science teachers can use examples and concepts from evolutionary medicine to teach the three concepts central to evolution: common descent, the processes or mechanisms of evolution, and the patterns produced by descent with modification. To integrate medicine into common ancestry, consider how the evolutionary past of our (or any) species affects disease(More)