Law, Darwinism, and Public Education: The Establishment Clause and the Challenge of Intelligent Design

by Francis J. Beckwith

In 1987, in Edwards v. Aguillard, the United States Supreme Court declared as unconstitutional a Louisiana statute requiring the state's public schools to teach creationism if evolution is taught and to teach evolution if creationism is taught. It was a serious blow to creationism in public schools, but a new movement since then has kept the debate alive. That new movement is 'Intelligent Design.' Should Intelligent Design be taught in schools? In Law, Darwinism, & Public Education, Francis J. Beckwith asks whether teaching 'ID' in public schools would be constitutional, in light of the Supreme Court's decision in Edwards v. Aguillard. At that time, the Court ruled that teaching creationism violates the Establishment Clause of the First Amendment of the U.S. Constitution. Beckwith examines the Intelligent Design theory and the Edwards case to find out whether teaching ID would suffer the same fate if brought before the court.

Genres: Science

224 pages, Paperback

First published January 1, 2002

About the author

Francis J. Beckwith is Professor of Philosophy & Church-State Studies at Baylor University, where he also serves as Associate Director of the Graduate Program in Philosophy and Co-Director of the Program on Philosophical Studies of Religion in Baylor’s Institute for Studies of Religion (ISR). With his appointment in the Department of Philosophy, he also teaches courses in the Departments of Political Science and Religion as well as the J. M. Dawson Institute of Church-State Studies, where he served as its Associate Director from July 2003 until January 2007.

Born in 1960 in New York City, Professor Beckwith grew up in Las Vegas, Nevada, the eldest of the four children of Harold (“Pat”) and Elizabeth Beckwith. He graduated in 1974 from St. Viator’s Elementary School and in 1978 from Bishop Gorman High School, where he was a three-sport letterman and a member of the 1978 Nevada State AAA Basketball Championship Team.

In 2008-09 he served on the faculty of the University of Notre Dame as the Mary Ann Remick Senior Visiting Fellow in Notre Dame’s Center for Ethics & Culture. A 2002-03 Research Fellow in the James Madison Program in American Ideals and Institutions in the Department of Politics at Princeton University, Professor Beckwith currently serves as a member of Princeton’s James Madison Society. He has also held full-time faculty appointments at Trinity International University (1997-2002), Whittier College (1996-97), and the University of Nevada, Las Vegas (1989-96).

A graduate of Fordham University (Ph.D. and M.A. in philosophy), he also holds the Master of Juridical Studies (M.J.S.) degree from the Washington University School of Law in St. Louis, where he won a CALI Award for Academic Excellence in Reproductive Control Seminar.

He has served on the executive committees of both the Society of Christian Philosophers (1999-2002) and the Evangelical Philosophical Society (1998-2003) as well as on the national board of the University Faculty for Life (1999-present). The 57th President of the Evangelical Theological Society (November 2006-May 2007) , Professor Beckwith served from 2005 through 2008 as a member of the American Philosophical Association’s Committee on Philosophy and Law. In January 2008 he was selected as the 2007 Person of the Year by Inside the Vatican Magazine.

Reviews

[Randy · Rating 5 out of 5]

The issue of whether the teaching of "Intelligent Design" in public schools (in the United States) violates the Establishment Clause of the U.S. Constitution is the focus of this book. The author contrasts the position of Intelligent Design with that of "Creationism" proper and comes to the conclusion that whereas the latter may in fact be guilty of such a violation, the former is not. What difference does this make? The difference is that the exclusion of the teaching of Intelligent Design from science classrooms cannot, in the view of the author, be legally sustained. He has, in effect, called the bluff of those who dismiss Intelligent Design as the teaching of religion. If they are going to continue to oppose teaching it in the public classroom, they are going to have to find other grounds.