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August 22, 2013
Stephen Meyer tries to make the case for "teaching the controversy" between Darwinian evolution and intelligent design by arguing (1) there is, in fact, such a scientific controversy, (2) voters support the idea of teaching the controversy, (3) the Constitution allows for and encourages the idea of teaching the controversy, and (4) that it makes good pedagogical sense to teach the controversy. I show that each of these points is either false or irrelevant. Further, Meyer charges the scientific community with censorship in keeping intelligent design out of textbooks and the classroom. To show this charge is false, I consider the lengthy evolution of continental drift/plate tectonics from novel concept to scientific orthodoxy.