@misc{huxley1896science14,
    author = "Huxley, T. H",
    title = "Science and education",
    year = "1896",
    howpublished = "New York, Appleton \& Co",
    note = "talkorigins\_source = {true}; raw\_reference = {Huxley, T. H., 1896, Science and education: New York, Appleton \& Co.}"
}

@misc{hofstadter1963antiintellectualism12,
    author = "Hofstadter, R",
    title = "Anti-intellectualism in American Life",
    year = "1963",
    howpublished = "New York, A. Knopf",
    note = "talkorigins\_source = {true}; raw\_reference = {Hofstadter, R., 1963, Anti-intellectualism in American Life: New York, A. Knopf.}"
}

@misc{hofstadter1963the13,
    author = "Hofstadter, R",
    title = "The Paranoid Style in American Politics, and Other Essays",
    year = "1963",
    howpublished = "New York",
    note = "talkorigins\_source = {true}; raw\_reference = {Hofstadter, R., 1963, The Paranoid Style in American Politics, and Other Essays: New York.}"
}

@book{morris1975introducing23,
    author = "Morris, H. M",
    title = "Introducing Creationism in the Public Schools",
    year = "1975",
    publisher = "San Diego, Ca., Creation-Life Publishers",
    note = "talkorigins\_source = {true}; raw\_reference = {Morris, H. M., 1975, Introducing Creationism in the Public Schools: San Diego, Ca., Creation-Life Publishers.}"
}

@book{nelkin1977science28,
    author = "Nelkin, D",
    title = "Science Textbook Controversies and the Politics of Equal Time",
    year = "1977",
    publisher = "Cambridge, Mass., M.I.T. Press",
    note = "talkorigins\_source = {true}; raw\_reference = {Nelkin, D., 1977, Science Textbook Controversies and the Politics of Equal Time: Cambridge, Mass., M.I.T. Press.}"
}

@phdthesis{wilhelm1978a37,
    author = "Wilhelm, R. D",
    title = "A chronology and analysis of regulatory actions relating to the teaching of evolution in the public schools [PhD dissert.]",
    year = "1978",
    publisher = "University of Texas, Austin",
    note = "talkorigins\_source = {true}; raw\_reference = {Wilhelm, R. D., 1978, A chronology and analysis of regulatory actions relating to the teaching of evolution in the public schools [PhD dissert.]: University of Texas, Austin.}"
}

@misc{hefley1979are11,
    author = "Hefley, J. C",
    title = "Are Textbooks Harming Your Children?",
    year = "1979",
    howpublished = "Milford, Mi., Mott Media",
    note = "talkorigins\_source = {true}; raw\_reference = {Hefley, J. C., 1979, Are Textbooks Harming Your Children?: Milford, Mi., Mott Media.}"
}

@misc{edwords1980why4,
    author = "Edwords, F",
    title = "Why Creationism Should Not Be Taught as Science. Part 1",
    year = "1980",
    howpublished = "The Legal Issues: Creation/Evolution, v. 1, p. 2-23",
    note = "talkorigins\_source = {true}; raw\_reference = {Edwords, F., 1980, Why Creationism Should Not Be Taught as Science. Part 1: The Legal Issues: Creation/Evolution, v. 1, p. 2-23.}"
}

@article{openalexw318769748,
    author = "Skoog, Gerald",
    title = "Legal Issues Involved in Evolution vs. Creationism.",
    year = "1980",
    journal = "Educational leadership",
    openalex = "W318769748"
}

@misc{edwords1981why5,
    author = "Edwords, F",
    title = "Why Creationism Should Not Be Taught as Science. Part 2",
    year = "1981",
    howpublished = "The Educational Issues: Creation/Evolution, v. 3, p. 6-36",
    note = "talkorigins\_source = {true}; raw\_reference = {Edwords, F., 1981, Why Creationism Should Not Be Taught as Science. Part 2: The Educational Issues: Creation/Evolution, v. 3, p. 6-36.}"
}

@misc{nelkin1982the29,
    author = "Nelkin, D",
    title = "The Creation Controversy",
    year = "1982",
    howpublished = "Science or Scripture in the Schools: New York, Norton, 242 p",
    note = "talkorigins\_source = {true}; raw\_reference = {Nelkin, D., 1982, The Creation Controversy: Science or Scripture in the Schools: New York, Norton, 242 p.}"
}

@misc{overton1982creationism31,
    author = "Overton, J. and W.R",
    title = "Creationism in the schools; The decision in McLean versus the Arkansas Board of Education",
    year = "1982",
    howpublished = "Science, v. 215, p. 934-943",
    note = "talkorigins\_source = {true}; raw\_reference = {Overton, J., W.R., 1982, Creationism in the schools; The decision in McLean versus the Arkansas Board of Education: Science, v. 215, p. 934-943.}"
}

@misc{rootbernstein1982teaching33,
    author = "Root-Bernstein, R. and McEachron, D",
    title = "Teaching Theories",
    year = "1982",
    howpublished = "The Evolution- Creation Controversy: American Biology Teacher, v. 44, p. 413-420",
    note = "talkorigins\_source = {true}; raw\_reference = {Root-Bernstein, R., and McEachron, D., 1982, Teaching Theories: The Evolution- Creation Controversy: American Biology Teacher, v. 44, p. 413-420.}"
}

@misc{education1983a27,
    author = "on Excellence in Education, National Commission",
    title = "A Nation at Risk, in Gross, B., and Gross, R., eds., The Great School Debate",
    year = "1983",
    howpublished = "New York, Simon and Schuster, p. 23-49",
    note = "talkorigins\_source = {true}; raw\_reference = {National Commission on Excellence in Education, 1983, A Nation at Risk, in Gross, B., and Gross, R., eds., The Great School Debate: New York, Simon and Schuster, p. 23-49.}"
}

@incollection{edwords1983decide6,
    author = "Edwords, F",
    editor = "Zetterberg, P. J.",
    title = "Decide: Evolution or Creation?",
    year = "1983",
    booktitle = "Evolution Versus Creationism",
    publisher = "The Public Education Controversy: Phoenix, Arizona, Oryx Press, p. 163-172",
    note = "talkorigins\_source = {true}; raw\_reference = {Edwords, F., 1983, Decide: Evolution or Creation?, in Zetterberg, P. J., ed., Evolution Versus Creationism: The Public Education Controversy: Phoenix, Arizona, Oryx Press, p. 163-172.}"
}

@incollection{murray1983creationism25,
    author = "Murray, N. P. and Buffaloe, N. D",
    editor = "Zetterberg, P. J.",
    title = "Creationism and Evolution: The Real Issues",
    year = "1983",
    booktitle = "Evolution Versus Creationism",
    publisher = "The Public Education Controversy: Phoenix, Arizona, Oryx Press, p. 454-476",
    note = "talkorigins\_source = {true}; raw\_reference = {Murray, N. P., and Buffaloe, N. D., 1983, Creationism and Evolution: The Real Issues, in Zetterberg, P. J., ed., Evolution Versus Creationism: The Public Education Controversy: Phoenix, Arizona, Oryx Press, p. 454-476.}"
}

@book{patterson1983an32,
    author = "Patterson, J. W",
    title = "An Engineer Looks at the Creationist Movement, in Zetterberg, P. J., ed., Evolution Versus Creationism",
    year = "1983",
    publisher = "The Public Education Controversy: Phoenix, Arizona, Oryx Press, p. 150-161",
    note = "talkorigins\_source = {true}; raw\_reference = {Patterson, J. W., 1983, An Engineer Looks at the Creationist Movement, in Zetterberg, P. J., ed., Evolution Versus Creationism: The Public Education Controversy: Phoenix, Arizona, Oryx Press, p. 150-161.}"
}

@book{zetterberg1983evolution38,
    author = "Zetterberg, P. J",
    title = "Evolution Versus Creationism",
    year = "1983",
    publisher = "The Public Education Controversy: Phoenix, Arizona, Oryx Press",
    note = "talkorigins\_source = {true}; raw\_reference = {Zetterberg, P. J., 1983, Evolution Versus Creationism: The Public Education Controversy: Phoenix, Arizona, Oryx Press.}"
}

@article{doi10108000131728309335884,
    author = "McDaniel, Thomas R.",
    title = "Creation and Evolution: Questions and Quandaries",
    year = "1984",
    journal = "The Educational Forum",
    url = "https://doi.org/10.1080/00131728309335884",
    doi = "10.1080/00131728309335884",
    openalex = "W2047817217",
    references = "openalexw318769748"
}

@misc{gribben1984the8,
    author = "Gribben, J. and Sattaur, O",
    title = "The school-children's eclipse",
    year = "1984",
    howpublished = "Science 84, v. 5, no. 4, p. 51-56",
    note = "talkorigins\_source = {true}; raw\_reference = {Gribben, J., and Sattaur, O., 1984, The school-children's eclipse: Science 84, v. 5, no. 4, p. 51-56.}"
}

@book{sciences1984science26,
    author = "of Sciences, National Academy",
    title = "Science and Creationism",
    year = "1984",
    publisher = "A View from the National Academy of Sciences: Washington, D.C., National Academy Press, 28 p.; National Academy of Sciences (U.S.) Committee on Science and Creationism",
    note = "talkorigins\_source = {true}; raw\_reference = {National Academy of Sciences, 1984, Science and Creationism: A View from the National Academy of Sciences: Washington, D.C., National Academy Press, 28 p.; National Academy of Sciences (U.S.) Committee on Science and Creationism.}"
}

@article{thomas1984the,
    author = "Thomas, Stephen B.",
    title = "The Evolution of Creationism in Public Schools",
    year = "1984",
    journal = "Educational Considerations",
    url = "https://doi.org/10.4148/0146-9282.1756",
    doi = "10.4148/0146-9282.1756",
    number = "1",
    volume = "11"
}

@article{crossref1985creationism,
    title = "Creationism Versus Evolution",
    year = "1985",
    journal = "Religion \& Public Education",
    url = "https://doi.org/10.1080/10567224.1985.11487836",
    doi = "10.1080/10567224.1985.11487836",
    number = "1-2",
    pages = "8-9",
    volume = "12"
}

@book{larson1985trial16,
    author = "Larson, E. J",
    title = "Trial and Error",
    year = "1985",
    publisher = "The American Controversy over Creation and Evolution: New York, Oxford University Press, 222 p",
    note = "talkorigins\_source = {true}; raw\_reference = {Larson, E. J., 1985, Trial and Error: The American Controversy over Creation and Evolution: New York, Oxford University Press, 222 p.}"
}

@misc{mckown1985the20,
    author = "McKown, D. B",
    title = "THe real culprit behind religious conflicts in public education",
    year = "1985",
    howpublished = "The American Rationalist, v. 29, no. 6, p. 84-86",
    note = "talkorigins\_source = {true}; raw\_reference = {McKown, D. B., 1985, THe real culprit behind religious conflicts in public education: The American Rationalist, v. 29, no. 6, p. 84-86.}"
}

@article{popham1985creationism,
    author = "Popham, Donald F.",
    title = "Creationism, Evolution, and the Public Schools",
    year = "1985",
    journal = "The Clearing House: A Journal of Educational Strategies, Issues and Ideas",
    url = "https://doi.org/10.1080/00098655.1985.9955607",
    doi = "10.1080/00098655.1985.9955607",
    number = "2",
    pages = "69-71",
    volume = "59"
}

@article{doi1023071051008,
    author = "O’Neil, Robert M. and Larson, Edward J.",
    title = "Trial and Error: The American Controversy over Creation and Evolution",
    year = "1986",
    journal = "Journal of Law and Religion",
    abstract = "The teaching of Darwin's theories has been a controversial issue in American high schools for over a century. Larson shows that the matter has still not been resolved today, although the issue is no longer whether evolution should be taught but whether the Biblical view of creation should have equal status in biology classrooms.",
    url = "https://doi.org/10.2307/1051008",
    doi = "10.2307/1051008",
    openalex = "W2053306662"
}

@misc{hanson1986science9,
    author = "Hanson, R. W",
    title = "Science and Creation",
    year = "1986",
    howpublished = "Geological, Theological and Educational Perspectives: New York, Macmillan",
    note = "talkorigins\_source = {true}; raw\_reference = {Hanson, R. W., 1986, Science and Creation: Geological, Theological and Educational Perspectives: New York, Macmillan.}"
}

@misc{hechinger1986fundamentalists10,
    author = "Hechinger, F. M",
    title = "Fundamentalists Turn to Courts, Ballot Box for Control of Schools",
    year = "1986",
    howpublished = "Gainesville (Fla) Sun",
    note = "talkorigins\_source = {true}; raw\_reference = {Hechinger, F. M., 1986, Fundamentalists Turn to Courts, Ballot Box for Control of Schools: Gainesville (Fla) Sun.}"
}

@misc{kurtz1986the15,
    author = "Kurtz, P",
    title = "THe New Inquisition in the Schools",
    year = "1986",
    howpublished = "Free Inquiry, v. 7, no. 1, p. 4-5",
    note = "talkorigins\_source = {true}; raw\_reference = {Kurtz, P., 1986, THe New Inquisition in the Schools: Free Inquiry, v. 7, no. 1, p. 4-5.}"
}

@misc{mckown1986accuracy21,
    author = "McKown, D. B",
    title = "Accuracy in Academia, or What to Do About Humbug",
    year = "1986",
    howpublished = "The Humanist, v. 46, no. 6, p. 5-7, 34",
    note = "talkorigins\_source = {true}; raw\_reference = {McKown, D. B., 1986, Accuracy in Academia, or What to Do About Humbug: The Humanist, v. 46, no. 6, p. 5-7, 34.}"
}

@misc{moyer1986science24,
    author = "Moyer, W. A",
    title = "Science versus Revealed Truth",
    year = "1986",
    howpublished = "Meeting the Challenge of Creationism in the Classroom, in Hanson, R. W., ed., Science and Creation: Geological, Theological and Educational Perspectives: New York, Macmillan, p. 46-54",
    note = "talkorigins\_source = {true}; raw\_reference = {Moyer, W. A., 1986, Science versus Revealed Truth: Meeting the Challenge of Creationism in the Classroom, in Hanson, R. W., ed., Science and Creation: Geological, Theological and Educational Perspectives: New York, Macmillan, p. 46-54.}"
}

@article{doi101002ajpa1330300505,
    author = "Scott, Eugenie C.",
    title = "Antievolutionism, scientific creationism, and physical anthropology",
    year = "1987",
    journal = "American Journal of Physical Anthropology",
    abstract = "Antievolutionism is alive and well in the United States, as shown by public attitudes toward evolution and the factual truth of Biblical literalism. High percentages of college students do not accept evolution as a valid explanation of earth's history. One in three think humans and dinosaurs lived at the same time. Antievolutionism has had three phases: (1) “straight” antievolutionism, during which time the teaching of evolution was outlawed; (2) pro-creationism, during which the Genesis story was taught alongside or instead of evolution; and finally, today, (3) “scientific” creationism, in which Biblical literalism is clothed in scientific terms. The strategy of modern antievolutionists is to move creationism away from religion (hence scientific creationism) and argue a “free speech” issue: that students being taught only “one side” of the “origins” issue are being denied a constitutionally guaranteed freedom. Present-day antievolutionists have had surprising success, as shown by legislation in Arkansas and Louisiana mandating the teaching of scientific creationism. Textbooks have sharply reduced the coverage of evolution in quantity and quality as a result of antievolutionist pressure. There is a pervasive feeling being generated that evolutionary sciences are not as reliable as other sciences. Pressure has been exerted on research institutions and granting agencies to cease funding evolutionary projects. These trends will continue until opposed by a successful educational effort both in and out of schools to increase the public understanding of science.",
    url = "https://doi.org/10.1002/ajpa.1330300505",
    doi = "10.1002/ajpa.1330300505",
    openalex = "W2076854957",
    references = "doi101353pbm19820036, openalexw151338792, openalexw318769748"
}

@article{doi10230740249853,
    author = "Provine, William B. and Larson, Edward J.",
    title = "Trial and Error: The American Controversy over Creation and Evolution",
    year = "1987",
    journal = "Academe",
    url = "https://doi.org/10.2307/40249853",
    doi = "10.2307/40249853",
    openalex = "W2801744105"
}

@misc{geisler1987origin7,
    author = "Geisler, N. L. and Anderson, J. K",
    title = "Origin Science",
    year = "1987",
    howpublished = "A Proposal for the Creation/Evolution Controversy: Grand Rapids, Michigan, Baker Book House",
    note = "talkorigins\_source = {true}; raw\_reference = {Geisler, N. L., and Anderson, J. K., 1987, Origin Science: A Proposal for the Creation/Evolution Controversy: Grand Rapids, Michigan, Baker Book House.}"
}

@misc{martz1987keeping19,
    author = "Martz, L. and McDaniel, A",
    title = "Keeping God out of the Classroom",
    year = "1987",
    howpublished = "Newsweek, p. 23-24",
    note = "talkorigins\_source = {true}; raw\_reference = {Martz, L., and McDaniel, A., 1987, Keeping God out of the Classroom: Newsweek, p. 23-24.}"
}

@misc{bliss1988good1,
    author = "Bliss, R. B",
    title = "Good Science",
    year = "1988",
    howpublished = "A K-6 plan for Excellence: ICR Impact Series, v. 182",
    note = "talkorigins\_source = {true}; raw\_reference = {Bliss, R. B., 1988, Good Science: A K-6 plan for Excellence: ICR Impact Series, v. 182.}"
}

@misc{scott1988icr36,
    author = "Scott, E. C",
    title = "ICR Denied State Approval to Grant Degrees",
    year = "1988",
    howpublished = "Creation/ Evolution Newsletter, v. 8, p. 4-5",
    note = "talkorigins\_source = {true}; raw\_reference = {Scott, E. C., 1988, ICR Denied State Approval to Grant Degrees: Creation/ Evolution Newsletter, v. 8, p. 4-5.}"
}

@misc{byrne1989us2,
    author = "Byrne, G",
    title = "U.S. Students Flunk Science, Math",
    year = "1989",
    howpublished = "Science, v. 243, no. 729",
    note = "talkorigins\_source = {true}; raw\_reference = {Byrne, G., 1989, U.S. Students Flunk Science, Math: Science, v. 243, no. 729.}"
}

@misc{culliton1989the3,
    author = "Culliton, B. J",
    title = "The Dismal State of Scientific Literacy",
    year = "1989",
    howpublished = "Science, v. 243, no. 600",
    note = "talkorigins\_source = {true}; raw\_reference = {Culliton, B. J., 1989, The Dismal State of Scientific Literacy: Science, v. 243, no. 600.}"
}

@misc{lawrence1989schools17,
    author = "Lawrence, J",
    title = "Schools Show Deficiencies in High-Level Skills",
    year = "1989",
    howpublished = "Gainesville (Fla) Sun",
    note = "talkorigins\_source = {true}; raw\_reference = {Lawrence, J., 1989, Schools Show Deficiencies in High-Level Skills: Gainesville (Fla) Sun.}"
}

@misc{meisler19896nation22,
    author = "Meisler, S",
    title = "6-Nation Study Finds U.S. Teens Worst in Math",
    year = "1989",
    howpublished = "Gainesville (Fla) Sun",
    note = "talkorigins\_source = {true}; raw\_reference = {Meisler, S., 1989, 6-Nation Study Finds U.S. Teens Worst in Math: Gainesville (Fla) Sun.}"
}

@misc{ordovensky1989dropout30,
    author = "Ordovensky, P",
    title = "Dropout Rate Rises; 'Scary Situation",
    year = "1989",
    howpublished = "USA Today",
    note = "talkorigins\_source = {true}; raw\_reference = {Ordovensky, P., 1989, Dropout Rate Rises; 'Scary Situation': USA Today.}"
}

@inproceedings{rosen1989high34,
    author = "Rosen, W. G",
    title = "High School Biology Today and Tomorrow",
    year = "1989",
    booktitle = "Washington, D.C., National Academy Press, 346 p.; From a conference, Washington, D.C.; Oct., 1988",
    note = "talkorigins\_source = {true}; raw\_reference = {Rosen, W. G., 1989, High School Biology Today and Tomorrow: Washington, D.C., National Academy Press, 346 p.; From a conference, Washington, D.C.; Oct., 1988.}"
}

@misc{sagan1989why35,
    author = "Sagan, C",
    title = "Why We Need to Understand Science",
    year = "1989",
    howpublished = "Parade, p. 6-13",
    note = "talkorigins\_source = {true}; raw\_reference = {Sagan, C., 1989, Why We Need to Understand Science: Parade, p. 6-13.}"
}

@article{doi101111j146797441993tb01036x,
    author = "Mullin, Ernan Mc",
    title = "EVOLUTION AND SPECIAL CREATION",
    year = "1993",
    journal = "Zygon®",
    abstract = "Abstract. The logical relationships between the ideas of evolution and of special creation are explored here in the context of a recent paper by Alvin Plantinga claiming that from the perspective of biblical religion it is more likely than not that God acted in a “special” way at certain crucial moments in the long process whereby life developed on earth. I argue against this thesis, asking first under what circumstances the Bible might be thought relevant to an issue of broadly scientific concern. I go on to outline some of the arguments supporting the thesis of common ancestry, and argue finally that from the theistic perspective, special creation ought to be regarded as, if anything, less rather than more likely than its evolutionary alternative.",
    url = "https://doi.org/10.1111/j.1467-9744.1993.tb01036.x",
    doi = "10.1111/j.1467-9744.1993.tb01036.x",
    openalex = "W2124737512",
    references = "doi10230740249853"
}

@book{openalexw603845538,
    author = "Numbers, Ronald L.",
    title = "The Creationists: From Scientific Creationism to Intelligent Design",
    year = "1993",
    abstract = "Introduction to the Expanded Edition Introduction 1. Creationism in the Age of Darwin 2. George Frederick Wright: From Christian Darwinist to Fundamentalist 3. Creationism in the Fundamentalist Controversy 4. Scientific Creationists in the Age of Bryan 5. George McCready Price and the New Catastrophism 6. The Religion and Science Association 7. The Deluge Geology Society 8. Evangelicals and Evolution in Great Britain 9. Evangelicals and Evolution in North America 10. John C. Whitcomb, Jr., Henry M. Morris, and The Genesis Flood 11. The Creation Research Society 12. Creation Science and Scientific Creationism 13. Deception and Discrimination 14. Creation Research Institutes 15. Creationism in the Churches 16. The Appeal of Creationism at Home and Abroad 17. Intelligent Design 18. Creationism Goes Global Notes Acknowledgments Index",
    openalex = "W603845538"
}

@article{doi101146annurevanthro261263,
    author = "Scott, Eugenie C.",
    title = "Antievolution and Creationism in the United States",
    year = "1997",
    journal = "Annual Review of Anthropology",
    abstract = "Evolution is considered controversial by a substantial minority of Americans. Religious opposition explains this, but this opposition is comprised of a broad continuum of religious views. It runs from “young earth creationism” through “old earth creationism” (including “day-age,” “gap,” and “progressive creationism”) to “theistic evolutionism.” Historically, antievolutionists have attempted to ban evolution and to present it on an equal footing with “creation science.” Scholars largely ignored antievolutionism until efforts to pass “equal time for creation and evolution” laws stimulated both political and scholarly activism. Lately, there are efforts to discourage the teaching of evolution by requiring teachers to read disclaimers before teaching it, to teach it as “theory, not fact,” or to present fancied “evidence against evolution.” Recently, “intelligent design theory,” a restatement of William Paley's Argument from Design, has surfaced. Although rejected by scientists, intelligent design arguments and publications are appearing at the college level (in nonscience courses) as accurate representations of scientific scholarship.",
    url = "https://doi.org/10.1146/annurev.anthro.26.1.263",
    doi = "10.1146/annurev.anthro.26.1.263",
    openalex = "W2170883187",
    references = "doi101086414171, openalexw2965328582"
}

@article{doi1011770022487197048004002,
    author = "Beyer, Landon E.",
    title = "The Moral Contours of Teacher Education",
    year = "1997",
    journal = "Journal of Teacher Education",
    abstract = "In this article, I describe the nature of and necessity for moral reasoning in everyday life and in programs in teacher education, consider ways teacher educators can consider moral issues with their students, and provide examples of how some educators have incorporated such issues in actual and proposed programs. Exchanges over school issues with moral connotations often focus on controversies such as censorship of books, appropriateness of sex education, or the legitimacy of creationism versus evolutionism. The Christian Coalition, other fundamentalist organizations, and groups with different perspectives have provoked controversies like these. Some recent efforts of the New Right have sought to regain what they perceive as lost intellectual ground, with cultural and ethical repercussions (Bennett, 1989; Cheney, 1988; Wynne, 1987; Wynne \& Ryan, 1993). This ground was lost, so the argument goes, because of changes in the canon in higher education; progressive alternatives to more mainstream educational programs in public schools, especially during the 1960s; movements that promoted greater diversity and inclusiveness within the curriculum as well as among students; and a focus on issues of race, class, gender, and sexual orientation in public school and college classrooms. Those with alternative intellectual and political commitments (Asante, 1991,1992; Delpit, 1995; Gates, 1992; hooks; 1994; Kozol, 1991) have, in turn, challenged the perspective and agenda of the New Right. Such debates demonstrate that education is an ethically and politically contested domain, that the articulation of different points of view on basic moral questions is a central element of the educative process (Beyer \& Liston, 1996). At the same time, these debates may be misleading, for they tend to be characterized by particularly heated, even inflammatory exchanges, accompanied by shrill, sometimes personalized accusations and counter-accusations that divide people into sides that talk past, rather than to or with, each other. Debates that grab headlines in the local and national media like those between proponents of creationism and evolutionism may hide the fact that value-laden perspectives underlie a good deal of the commonplace in education, and indeed help shape daily school practice. Moral Issues and Moral Reasoning Moral discourse operates on questions or dilemmas resolved neither by reference to empirical realities nor by logical or linguistic analyses, though the latter may clarify the relevant issues involved in moral disagreements. Moral questions arise whenever we ponder what is the right thing to do, or when we are puzzled about competing claims to action and the values on which those claims rest. Moral deliberation is central to daily lives as well as to decisions about social justice; for instance, in issues ranging from how I treat others on a day-to-day basis, to what my obligations are to members of my community, to what public policies will most help the least advantaged members of society. We may disagree about what makes for a good, responsible, or fulfilling life, as well as about the actions most likely contributing to the realization of that life. Discussion of alternative conceptions of the good life may not be commonplace outside some university classrooms and religious institutions, but issues concerning the politics of affirmative action and the legitimacy of capital punishment frequently contain implicit conceptions of what a good or worthwhile life is. Similarly, concrete classroom questions like those concerning which curriculum content should be selected, what student socialization patterns should be reinforced, what pedagogical practices should be emphasized, and when, how, and by whom evaluative activities should be incorporated, must be understood in relation to ideas about what constitutes a good or rewarding life (Beyer \& Apple, in press; Macdonald, 1975). …",
    url = "https://doi.org/10.1177/0022487197048004002",
    doi = "10.1177/0022487197048004002",
    openalex = "W2011162556",
    references = "doi10108000357529196511765799, doi101093acprofoso97801950915400010001, doi101177002205749217400311, doi102307jctt1c84fb0, doi102307jctv16h2njd11, doi105860choice292233, openalexw1499004214, openalexw1524659696, openalexw178319484, openalexw243539122"
}

@article{doi1016410006356820010510790tliots20co2,
    author = "Moore, Randy",
    title = "The Lingering Impact of the Scopes Trial on High School Biology Textbooks",
    year = "2001",
    journal = "BioScience",
    abstract = "The publication of Charles Darwin’s On the Origin of Species by Means of Natural Selection in 1859 began a scientific revolution that changed many people’s view of the world. Although Darwin’s ideas were controversial, in the United States he had a powerful advocate: Harvard’s Asa Gray, an evangelical Christian who was America’s leading botanist and president of the American Association for the Advancement of Science (of which William Jennings Bryan— one of John Scopes’s prosecutors—was a member). Gray, who helped arrange for the publication of Origin in the United States, was the only American taken into Darwin’s confidence before Origin was published (Larson 1989). Gray espoused a progressive, God-driven evolution of life. Although some people were disturbed by Darwin’s ideas, Gray’s reconciliation of God and evolution eased many people’s concerns about evolution (Scott 1994, Moore 1997). Gray’s First Lessons in Botany and Vegetable Physiology (1857; later renamed The Elements of Botany) was the leading botany textbook of the late 19th century and the first high school textbook after the publication of Origin to include Darwin’s ideas about evolution. Early in the 20th century the public’s concerns about evolution resurfaced, for by the end of World War I, religious attitudes in the United States had shifted. A perceived decline in morality, along with a collective longing for the seeming simplicity of prewar life, prompted many people to reexamine and increasingly rely on their religious faith for comfort and stability. Religious fundamentalism, based on a literal interpretation of the Bible, became increasingly popular. People who endorsed biblical literalism got their name—fundamentalists—from a series of 12 small pamphlets (containing 90 articles) entitled The Fundamentals that were written between 1910 and 1915. These pamphlets, whose publication was funded by Lyman and Milton Steward (the founders of the Union Oil Company), proclaimed biblical literalism as the antidote to “modernism.” Millions of the pamphlets were distributed (Larson 1989, Clouse 1995). In the 1920s, fundamentalists tried to translate their beliefs into political reform and thereby save the nation’s morality. After a successful crusade to outlaw liquor, fundamentalists set out to eliminate discussions of evolution in public schools. Led by religious leaders such as William Bell Riley, J. Frank Norris, and—most prominently—William Jennings Bryan, fundamentalists began a campaign that blamed Darwin’s ideas for the decline of the nation’s morality. Fundamentalist preachers such as Billy Sunday (a former Chicago Cubs outfielder) used theatrical services to link evolution with eugenics, prostitution, and crime; Aimee Semple McPherson presided at ritual hangings of “monkey teachers”; other preachers claimed that Darwin’s ideas promoted the four P’s: prostitution, perversion, pornography, and permissiveness",
    url = "https://doi.org/10.1641/0006-3568(2001)051[0790:tliots]2.0.co;2",
    doi = "10.1641/0006-3568(2001)051[0790:tliots]2.0.co;2",
    openalex = "W2176785709",
    references = "doi10108000335639209383997, doi10230740249853"
}

@article{doi101525aeq20023315,
    author = "Bartlett, Lesley and Frederick, Marla F. and Gulbrandsen, Thaddeus and Murillo, Enrique",
    title = "The Marketization of Education: Public Schools for Private Ends",
    year = "2002",
    journal = "Anthropology \& Education Quarterly",
    abstract = "This article argues that the neoliberal renaissance of the 1980s marketized education, with distinctly negative social consequences. We examine the emergence and promotion of a national‐level discourse that positioned schools in the service of the economy. Based on ethnographic research conducted in North Carolina, we then show how local growth elite utilized this discourse to further their own race and class interests to the exclusion and detriment of poorer, African American parents and students. We suggest that ethnographic studies of policy formation help to socially and historically contextualize contemporary debates and denaturalize unwarranted assumptions about the public good.",
    url = "https://doi.org/10.1525/aeq.2002.33.1.5",
    doi = "10.1525/aeq.2002.33.1.5",
    openalex = "W2030813238",
    references = "openalexw178319484"
}

@article{doi101353cjs20040031,
    author = "Aurini, Janice and Davies, Scott",
    title = "The Transformation of Private Tutoring: Education in a Franchise Form",
    year = "2004",
    journal = "The Canadian Journal of Sociology",
    abstract = {Various forms of private education are growing in Canada. This paper explores one instance of this change, private tutoring. Data from Ontario show that this massively growing industry is expanding its reach, as exemplified by the evolution from "shadow education" provision into "learning centre" franchises. Traditional shadow educators closely follow the school curriculum, offering short-term homework help and test prep. Learning centres develop their own curricular and assessment tools, offer comprehensive menus of services, and aim to nurture long-term skills. In so doing, these businesses are becoming increasingly "school-like," moving beyond supplementary education towards a fuller alternative to public schooling.We link this evolution to the imperatives of the franchise form. Their larger investment prompts franchises to control their services via standardization, to secure stable revenues, and to seek new market niches. In conclusion we discuss the prospects for tutoring and other forms of private education.},
    url = "https://doi.org/10.1353/cjs.2004.0031",
    doi = "10.1353/cjs.2004.0031",
    openalex = "W2083871900",
    references = "openalexw178319484"
}

@article{doi101002tea20093,
    author = "Ingram, Ella L. and Nelson, Craig E.",
    title = "Relationship between achievement and students' acceptance of evolution or creation in an upper‐level evolution course",
    year = "2005",
    journal = "Journal of Research in Science Teaching",
    abstract = "Abstract Students often hold strong attitudes regarding topics they encounter during their studies, and many instructors feel that these attitudes can have strong effects on students' performance. We characterized students' attitudes toward evolution and investigated the influence of students' attitudes (pre‐course and post‐course) regarding evolution on their performance in an evolution course, measured as their final grade. We found our students to hold positive attitudes toward evolution; these attitudes became more positive following the course. The most significant change in attitude occurred in the group of students initially undecided toward evolution. We also found that attitudes prior to the course had little influence on later achievement; however, at the end of the course, students' attitudes were positively related to final grades, although the effect was small. We argue that pedagogical techniques directly addressing students' attitudes help reduce the influence of attitudes (especially prior attitudes) on achievement. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 43: 7–24, 2006",
    url = "https://doi.org/10.1002/tea.20093",
    doi = "10.1002/tea.20093",
    openalex = "W1985662380"
}

@book{doi1041599780674042971,
    author = "Ruse, Michael",
    title = "The Evolution-Creation Struggle",
    year = "2005",
    booktitle = "Harvard University Press eBooks",
    abstract = {"In his latest book, Michael Ruse, a preeminent authority on Darwinian evolutionary thought and a leading participant in the ongoing debate, uncovers surprising similarities between evolutionist and creationist thinking. Exploring the underlying philosophical commitments of evolutionists, he reveals that those most hostile to religion are just as evangelical as their fundamentalist opponents. But more crucially, and reaching beyond the biblical issues at stake, he demonstrates that these two diametrically opposed ideologies have, since the Enlightenment, engaged in a struggle for the privilege of defining human origins, moral values, and the nature of reality." "Highlighting modern-day partisans as divergent as Richard Dawkins and Left Behind authors Tim LaHaye and Jerry B. Jenkins, Ruse's book takes on the assumptions of controversialists of every stripe and belief and offers to all a new and productive way of understanding this unifying, if often bitter, quest."--BOOK JACKET.},
    url = "https://doi.org/10.4159/9780674042971",
    doi = "10.4159/9780674042971",
    openalex = "W2113135468"
}

@article{doi105860choice425849,
    title = "Evolution vs. creationism: an introduction",
    year = "2005",
    journal = "Choice Reviews Online",
    abstract = "FOREWORD: The Unmetabolized Darwin ACKNOWLEDGMENTS PREFACE INTRODUCTION: The Pillars of Creationism PART I: Science, Evolution, Religion, and Creationism CHAPTER 1. Science: Truth Without Certainty CHAPTER 2. Evolution CHAPTER 3. Beliefs: Religion, Creationism, and Naturalism PART II: A History of the Creationism/Evolution Controversy CHAPTER 4. Before Darwin to the Twentieth Century CHAPTER 5. Eliminating Evolution, Inventing Creation Science CHAPTER 6. Neocreationism CHAPTER 7. Testing Intelligent Design and Evidence Against Evolution in the Courts PART III: Selections from the Literature CHAPTER 8. Cosmology, Astronomy, Geology CHAPTER 9. Patterns and Processes of Biological Evolution CHAPTER 10. Legal Issues CHAPTER 11. Educational Issues CHAPTER 12. Religious Issues CHAPTER 13. The Nature of Science CHAPTER 14. Creationism and Evolution in the Media REFERENCES FOR FURTHER EXPLORATION NAME INDEX SUBJECT INDEX",
    url = "https://doi.org/10.5860/choice.42-5849",
    doi = "10.5860/choice.42-5849",
    openalex = "W1570171665"
}

@article{doi101007s1119100690662,
    author = "Hildebrand, David L. and Bilica, Kimberly and Capps, John",
    title = "Addressing controversies in science education: a pragmatic approach to evolution education",
    year = "2006",
    journal = "Science \& Education",
    url = "https://doi.org/10.1007/s11191-006-9066-2",
    doi = "10.1007/s11191-006-9066-2",
    openalex = "W2014795808"
}

@article{doi101126science1126746,
    author = "Miller, Jon D. and Scott, Eugenie C. and Okamoto, Shinji",
    title = "Public Acceptance of Evolution",
    year = "2006",
    journal = "Science",
    abstract = "Using Avida-ED Digital Organisms to Teach Evolution and Natural Selection Benefits a Broad Student Population,",
    url = "https://doi.org/10.1126/science.1126746",
    doi = "10.1126/science.1126746",
    openalex = "W1549045083",
    references = "crothers2011evolution, doi101016b9780124967519x50003, doi101111j10958312201001584x, doi1011771075547001022003003, doi1023074450698, doi10560219780801834783, openalexw2419246321, openalexw330410785"
}

@article{doi101007s1097200790627,
    author = "Nehm, Ross H. and Schonfeld, Irvin Sam",
    title = "Does Increasing Biology Teacher Knowledge of Evolution and the Nature of Science Lead to Greater Preference for the Teaching of Evolution in Schools?",
    year = "2007",
    journal = "Journal of Science Teacher Education",
    abstract = "This study investigated whether or not an increase in secondary science teacher knowledge about evolution and the nature of science gained from completing a graduate-level evolution course was associated with greater preference for the teaching of evolution in schools. Forty-four precertified secondary biology teachers participated in a 14-week intervention designed to address documented misconceptions identified by a precourse instrument. The course produced statistically significant gains in teacher knowledge of evolution and the nature of science and a significant decrease in misconceptions about evolution and natural selection. Nevertheless, teachers’ postcourse preference positions remained unchanged; the majority of science teachers still preferred that antievolutionary ideas be taught in school.",
    url = "https://doi.org/10.1007/s10972-007-9062-7",
    doi = "10.1007/s10972-007-9062-7",
    openalex = "W2080333690"
}

@article{apple2008evolution,
    author = "Apple, Michael W.",
    title = "Evolution Versus Creationism in Education",
    year = "2008",
    journal = "Educational Policy",
    abstract = "As part of the continuing series of the Reviewing Policy section, this article examines some of the recent literature on the creation-evolution controversy. These controversies are placed within a larger analysis of the growth of authoritarian populist movements in the United States. The article then focuses attention on debates both over a number of arguments surrounding the ways in which intelligent design had been justified and surrounding some of the dangers of possible arrogance that have been associated with the history of the popularization of evolutionary perspectives. The author then offers some strategic suggestions for going forward.",
    url = "https://doi.org/10.1177/0895904807312466",
    doi = "10.1177/0895904807312466",
    number = "2",
    pages = "327-335",
    volume = "22"
}

@article{doi101007s120520080095y,
    author = "Chanet, Bruno and Lusignan, François",
    title = "Teaching Evolution in Primary Schools: An Example in French Classrooms",
    year = "2008",
    journal = "Evolution Education and Outreach",
    abstract = "Teaching evolution in primary schools is important for spreading evolutionary knowledge and scientific methodology. Through constructing simple interrelationship trees, pupils gain scientific knowledge, scientific methodology, and argumentation skills. Activities conducted in French primary schools are described in this paper.",
    url = "https://doi.org/10.1007/s12052-008-0095-y",
    doi = "10.1007/s12052-008-0095-y",
    openalex = "W2002043035"
}

@article{doi101371journalpbio0060124,
    author = "Berkman, Michael and Pacheco, Julianna Sandell and Plutzer, Eric",
    title = "Evolution and Creationism in America's Classrooms: A National Portrait",
    year = "2008",
    journal = "PLoS Biology",
    abstract = "Despite many legal and legislative decisions, a new study shows that one in eight high school biology instructors teach their students that creationism or intelligent design is a valid alternative to evolutionary biology.",
    url = "https://doi.org/10.1371/journal.pbio.0060124",
    doi = "10.1371/journal.pbio.0060124",
    openalex = "W2057308114",
    references = "doi101002tea20027, doi101126science1126746, doi1016620002768520020640021hsbtks20co2, doi1016620002768520050670457ttoeci20co2, doi1023072998636, doi1041599780674042971, doi10540800221368432102, openalexw1540827035, openalexw1561945099, openalexw2920842814"
}

@article{doi101017s153759270999082x,
    author = "Berkman, Michael and Plutzer, Eric",
    title = "Scientific Expertise and the Culture War: Public Opinion and the Teaching of Evolution in the American States",
    year = "2009",
    journal = "Perspectives on Politics",
    abstract = "The teaching of evolution in public schools has been a central element in the nation's “culture wars” since the 1920s and remains a contentious issue today. Content standards for the teaching of biology have been flashpoints for conflict, with well publicized battles occurring in state governments, in federal courts, and in local school districts. We show that a full understanding of evolution politics at the state level must simultaneously account for three important features. First, cultural politics typically includes an important role for public opinion. Second, scientists and their professional organizations have actively sought a monopoly on defining what is and is not science by marginalizing their uncredentialled opponents and by erecting boundaries that buffer science policy from the influence of politics and public opinion. Third, in the American federal system courts rarely settle cultural issues but merely narrow the space within which politics can operate. In accounting for these features, we explain why court victories for science have had only limited impacts and provide a model for understanding other issues—such as sex education, stem cell research, and global warming—in which moral and ideological arguments may conflict with scientific consensus.",
    url = "https://doi.org/10.1017/s153759270999082x",
    doi = "10.1017/s153759270999082x",
    openalex = "W2143657314",
    references = "doi1041599780674042971, openalexw1561945099"
}

@article{doi101007s120520100298x,
    author = "Paz‐y‐Miño‐C, Guillermo and Espinosa, Avelina",
    title = "New England Faculty and College Students Differ in Their Views About Evolution, Creationism, Intelligent Design, and Religiosity",
    year = "2010",
    journal = "Evolution Education and Outreach",
    abstract = "faculty=2.48 and students=1.65) than the students. Because attitudes toward evolution correlate (1) positively with understanding of science/evolution and (2) negatively with religiosity/political ideology, we conclude that science education combined with vigorous public debate should suffice to increase acceptance of naturalistic rationalism and decrease the negative impact of creationism and ID on society's evolution literacy.",
    url = "https://doi.org/10.1007/s12052-010-0298-x",
    doi = "10.1007/s12052-010-0298-x",
    openalex = "W2161636214",
    references = "apple2008evolution, crossref2007scientists, doi101002tea3660270503, doi101007s1097200790627, doi101007s1205200901757, doi101007s1205201002331, doi1010160016003257907664, doi10103828478, doi1010970000505319570700000032, doi101126science1126746, doi1023073498751, doi105860choice425849, doi105860choice473136, openalexw1582498952"
}

@article{doi105860choice481011,
    title = "Schools under surveillance: cultures of control in public education",
    year = "2010",
    journal = "Choice Reviews Online",
    abstract = "Schools under Surveillance gathers together some of the very best researchers studying surveillance and discipline in contemporary public schools. Surveillance is not simply about monitoring or tracking individuals and their data - it is about the structuring of power relations through human, technical, or hybrid control mechanisms. Essays cover a broad range of topics including police and military recruiters on campus, testing and accountability regimes such as No Child Left Behind, and efforts by students and teachers to circumvent the most egregious forms of surveillance in public education. Each contributor is committed to the continued critique of the disparity and inequality in the use of surveillance to target and sort students along lines of race, class, and gender. Special topics covered in this title include: security systems; police officers; audit cultures; standardized tests; marketing research; and, military recruiters.",
    url = "https://doi.org/10.5860/choice.48-1011",
    doi = "10.5860/choice.48-1011",
    openalex = "W1498723350",
    references = "doi1043249780203623428"
}

@article{doi105860choice486571,
    author = "Berkman, Michael B. 1960- and Plutzer, Eric 1958-",
    title = "Evolution, creationism, and the battle to control America's classrooms",
    year = "2011",
    journal = "Choice Reviews Online",
    abstract = "Introduction 1. Who should decide what children are taught? 2. The public speaks: 'teach both' 3. A nation divided by religion, education, and place 4. Is evolution fit for polite company?: science standards in the American states 5. Teachers and what they teach 6. State standards meet street level bureaucracy 7. When the personal becomes pedagogical 8. Teachers in their schools and communities 9. The battle for America's classrooms.",
    url = "https://doi.org/10.5860/choice.48-6571",
    doi = "10.5860/choice.48-6571",
    openalex = "W1967884940",
    references = "doi101086257839, doi101371journalpbio0060124, doi1016620002768520050670457ttoeci20co2, doi1023072074664, doi1023072095325, doi1023072655098, doi1023074444260, doi1041599780674042971, doi104324978020350598410, doi10540800221368432102, doi105860choice274796, doi107312grau91070013, larson1995the, openalexw1507004422, openalexw1561945099, openalexw2920842814"
}

@article{doi101111jssr12007,
    author = "Baker, Joseph O.",
    title = "Acceptance of Evolution and Support for Teaching Creationism in Public Schools: The Conditional Impact of Educational Attainment",
    year = "2013",
    journal = "Journal for the Scientific Study of Religion",
    abstract = "Public acceptance of evolution remains low in the United States relative to other Western countries. Although advocates for the scientific community often highlight the need for improved education to change public opinion, analyses of data from a national sample of American adults indicate that the effects of educational attainment on attitudes toward evolution and creationism are uneven and contingent upon religious identity. Consequently, higher education will only shift public attitudes toward evolution and away from support for teaching creationism in public schools for those who take non‐“literalist” interpretive stances on the Bible, or to the extent that it leads to fewer people with literalist religious identities.",
    url = "https://doi.org/10.1111/jssr.12007",
    doi = "10.1111/jssr.12007",
    openalex = "W1524285856",
    references = "doi105860choice365041"
}

@article{doi1014321rhetpublaffa1610001,
    author = "Lynch, John",
    title = "“Prepare to Believe”: The Creation Museum as Embodied Conversion Narrative",
    year = "2013",
    journal = "Rhetoric and Public Affairs",
    abstract = "Abstract The Creation Museum in Petersburg, Kentucky, offers a “spatial sermon” to convince visitors to reject the theory of evolution in favor of Young Earth Creationism, a literal reading of the biblical creation story. The museum combines strategies from the journalistic discussion of the debate with the form of a conversion narrative. The goal of this embodied conversion narrative is to convince visitors that the evidence for creationism and evolution is equivalent and insufficient for deciding the issue, and the only way to adjudicate the issue is to accept what the museum's creators believe to be the transparent wisdom of the Bible.",
    url = "https://doi.org/10.14321/rhetpublaffa.16.1.0001",
    doi = "10.14321/rhetpublaffa.16.1.0001",
    openalex = "W1782758790",
    references = "doi10230740249853"
}

@article{doi101186s1205201400241,
    author = "Rissler, Leslie J. and Duncan, Sarah I. and Caruso, Nicholas M.",
    title = "The relative importance of religion and education on university students’ views of evolution in the Deep South and state science standards across the United States",
    year = "2014",
    journal = "Evolution Education and Outreach",
    abstract = "Background: There is a negative relationship between education and religiosity and a positive relationship between education and acceptance of evolution, but how this manifests in college students who differ in degree of religiosity and prior educational experiences is unclear. We focused our study on the relative importance of education and religion on evolution understanding for college students at a large, public university in the Deep South. Methods: We used a structural equation model incorporating both acceptance and knowledge of evolution to evaluate the relative influence of religion and education on evolution understanding of 2,999 surveyed students. We further focused on acceptance of evolution and academic level, college major, high school experience, religion, and religiosity. We conducted pre and post course evaluations in three biology classes, and finally we tested the relationships between the quality of K-12 state science standards and states' religiosity and educational attainment. Results: We found that the degree of religiosity mattered significantly more than education when predicting students' understanding of evolution. When we focused on acceptance of evolution only, students taught evolution or neither evolution nor creationism in high school had significantly higher acceptance than those taught both evolution and creationism or just creationism. Science majors always outscored non-science majors, and not religious students significantly outperformed religious students. Highly religious students were more likely to reject evolution even though they understood that the scientific community accepted the theory of evolution. Overall, students in two of three biology classes increased their acceptance of evolution, but only those students that seldom/never attended religious services improved. K-12 state science standard grades were significantly and negatively correlated with measures of state religiosity and significantly and positively correlated with measures of state educational attainment.",
    url = "https://doi.org/10.1186/s12052-014-0024-1",
    doi = "10.1186/s12052-014-0024-1",
    openalex = "W2154810807",
    references = "doi101007s1205200901757, doi101037003329091072238, doi101038386435a0, doi10108010705519909540118, doi101111j204483171984tb00789x, doi101146annurevpsych511201, doi1011770049124192021002005, doi101371journalpbio0060124, doi101525bio200959510, doi1016620002768520050670457ttoeci20co2, doi1018637jssv048i02, doi1023072074955, doi1023072580595, doi10261816153922fe919c, doi105860choice425849, doi105860choice486571, openalexw312212258"
}

@incollection{crossref2016where,
    title = "Where Did We Come From? Creationism versus Evolution in Armenian Public Schools",
    year = "2016",
    booktitle = "Armenian Christianity Today",
    url = "https://doi.org/10.4324/9781315567921-6",
    doi = "10.4324/9781315567921-6",
    pages = "63-75"
}

@article{doi1010801058460920171380092,
    author = "Tesler, Michael",
    title = "Elite Domination of Public Doubts About Climate Change (Not Evolution)",
    year = "2017",
    journal = "Political Communication",
    abstract = "This article examines the sources of ideological skepticism about two issues where there is a scientific consensus: climate change and evolution. The results indicate that self-identified conservatives doubt global warming in large part because of elite rhetoric, but that evolution beliefs are unrelated to reception of political discourse. News reception is perhaps the strongest predictor of conservatives’ climate change skepticism, but has no influence on their aversion to evolution. Moreover, the article leverages three sources of variation in elite discourse on climate change—temporal, cross-national, and experimental—to show that changes in the prevalence of ideological cues strongly affect public opinion about global warming. Politically attentive conservatives, in fact, were more likely to believe scientists about global warming than liberals were in the 1990s before the media depicted climate change as a partisan issue. The United States is also the only nation where political interest significantly predicts both conservatives’ skepticism about, and liberals’ belief in, climate change. Finally, evidence from a national survey experiment suggests that Americans would be less skeptical of manmade global warming if more Republicans in Congress believed in it, but a growing Congressional consensus about evolution would not diminish doubts about its existence.",
    url = "https://doi.org/10.1080/10584609.2017.1380092",
    doi = "10.1080/10584609.2017.1380092",
    openalex = "W2765635701",
    references = "doi1041599780674042971"
}

@incollection{doi101007978331990939419,
    author = "Lay, Yoon Fah and Ong, Eng Tek and Han, Crispina Gregory K and Chan, Sane Hwui",
    title = "A Glimpse of Evolution Education in the Malaysian Context",
    year = "2018",
    url = "https://doi.org/10.1007/978-3-319-90939-4\_19",
    doi = "10.1007/978-3-319-90939-4\_19",
    openalex = "W2808866311",
    references = "doi101007s1205201103839"
}

@article{doi101007s1116501897463,
    author = "Archila, Pablo Antonio and Molina, Jorge",
    title = "Evolution and Creationism: Views of Students in a Colombian University—Findings from 7 Years of Data Using a Three-Question Survey",
    year = "2018",
    journal = "Research in Science Education",
    url = "https://doi.org/10.1007/s11165-018-9746-3",
    doi = "10.1007/s11165-018-9746-3",
    openalex = "W2884633857",
    references = "doi101007s120520100298x"
}

@misc{branch2021creationism,
    author = "Branch, Glenn",
    title = "Creationism, Evolution, and Public Education",
    year = "2021",
    booktitle = "Bloomsbury Religion in North America",
    url = "https://doi.org/10.5040/9781350971097.004",
    doi = "10.5040/9781350971097.004"
}

@article{doi101007s1206402100341x,
    author = "Watts, Elizabeth and Kutschera, U.",
    title = "On the historical roots of creationism and intelligent design: German Allmacht and Darwinian evolution in context",
    year = "2021",
    journal = "Theory in Biosciences",
    abstract = "As detailed in a Letter published in Science in 2017, the adherents of creationism and intelligent design are still active in promoting their biblical-literalist views of the origin and evolution of life on Earth. In this contribution, we take a look at this ideological phenomenon in the USA and analyze the philosophical roots of this ongoing movement. Specifically, we discuss Vernon Kellogg’s book entitled Headquarters Nights (1917) with reference to the German ‘Allmacht’ (English—omnipotence) and Darwinian evolution to demonstrate how this publication bolstered the development of active anti-evolutionism in the USA among American fundamentalist Christians, inclusive of the Intelligent Design (ID)-agenda. The current activities of creationist associations in the USA and Germany are summarized, with reference to a new pro-ID-group established in Austria in 2019 that is sponsored by the Discovery Institute in Seattle, Washington (USA).",
    url = "https://link.springer.com/content/pdf/10.1007/s12064-021-00341-x.pdf",
    doi = "10.1007/s12064-021-00341-x",
    is_oa = "true",
    number = "2",
    pages = "157-168",
    semanticscholar_citation_count = "2",
    semanticscholar_id = "9ef4d84d670bd64a223da364ae2cec13f9a129d1",
    volume = "140",
    references = "doi101007s1206401301872, doi102307494434"
}

@article{doi101016jbiosystems2022104663,
    author = "Bejan, Adrian",
    title = "Evolution, physics, and education",
    year = "2022",
    journal = "Biosystems",
    url = "https://doi.org/10.1016/j.biosystems.2022.104663",
    doi = "10.1016/j.biosystems.2022.104663",
    openalex = "W4220754074",
    references = "doi1011114jetsv2i4488"
}

@article{doi10117709636625221109730,
    author = "Park, Hyung Wook",
    title = "South Koreans’ responses to evolution and creationism: A survey and its implications",
    year = "2022",
    journal = "Public Understanding of Science",
    abstract = "I analyze the results of a survey on the public reception of evolution and creationism in South Korea. I reconfirm findings from previous studies, which demonstrated the significance of antievolutionism in the country. The proportion of Koreans who deny or are skeptical toward evolution constitutes 31.6\% of the population. They tend to be Protestants, women, seniors, political conservatives, and from rural regions. I also report several seemingly anomalous findings. Notably, many respondents who professed no religion take creationist stances. Moreover, young-earth creationism seems unpopular even among creationists, although it is the mainstream theory of the Korea Association for Creation Research, the country's flagship creationist organization that influenced many Protestants. In contrast, the majority of the respondents, including evolutionists, endorse the creationist argument that both evolution and creationism should be taught in class. I provide my analyses and hypotheses on these results within Korea's historical, religious, and cultural contexts.",
    url = "https://doi.org/10.1177/09636625221109730",
    doi = "10.1177/09636625221109730",
    openalex = "W4288095932",
    references = "doi101017s1473550410000054"
}

@article{doi103389fpsyg20221079955,
    author = "Chen, Jingying and Liu, Yidan and Dai, Jian and Wang, Chengliang",
    title = "Development and status of moral education research: Visual analysis based on knowledge graph",
    year = "2023",
    journal = "Frontiers in Psychology",
    abstract = "Introduction: Moral education is an educational process of the continuation, construction, and transformation of moral and social norms, and is an important guarantee for the sustainable vitality of human morality. Methods: With bibliometrics applied and VOSviewer and CiteSpace as tools, this paper systematically analyzes 497 articles published in the Social Sciences Citation Index of Web of Science core collection from 2000 to 2022 in the field of moral education research. Results:). A cluster analysis is used to show the knowledge structure, and an evolutionary analysis to present the macro-development trend of moral education. Discussion: In this paper, the comprehensive description of the research topics on moral education clarifies the development model and disciplinary prospect of the moral education research, and provides theoretical and practical support for the continuous development and application practice of the moral education research.",
    url = "https://doi.org/10.3389/fpsyg.2022.1079955",
    doi = "10.3389/fpsyg.2022.1079955",
    openalex = "W4313584196",
    references = "doi101016jtate201010011"
}

@article{doi101002sce21907,
    author = "da Rosa, Jennifer",
    title = "Twenty‐Years of Anti‐Climate Change and Anti‐Evolution Education Legislation in the United States",
    year = "2024",
    journal = "Science Education",
    abstract = "ABSTRACT Both evolution and climate change have broad scientific consensus, and yet they are the most contested scientific concepts in the US K‐12 education system. This study aimed to explore trends in proposed US state legislation employed from 2003 to 2023 by anti‐evolution and anti‐climate change education movements to constrain the teaching of these sciences. Using a historical qualitative research design, document analysis was used to evaluate state legislation and reports from the National Center for Science Education (NCSE). Two hundred and seventy‐three climate and evolution‐related House and Senate bills, concurrent resolutions, and joint resolutions were identified, coded, and analyzed. Eleven anti‐science education legislative tactics were employed from 2003 to 2023. Five were first identified in the literature review: academic freedom (42.1\%), rebranding (12.1\%), balanced treatment (12.1\%), censorship (2.6\%), and disclaimers (2.6\%). Six new tactics were revealed in the analysis: anti‐indoctrination (16.8\%), standards (12.1\%), instructional materials (10.3\%), religious liberty (8.8\%), avoidance (4.4\%), and religious instruction (4.0\%). One‐quarter of bills and resolutions employed a combination of tactics. The most ubiquitous tactics were academic freedom bills, which urge science teachers to introduce ideas like intelligent design or climate change denial under the mantle of academic freedom, and anti‐indoctrination bills, which prevent teachers from advocating for controversial topics deemed political. Since 2017, anti‐indoctrination has become the preferred tactic. Southern, southeastern, and midwestern states were the most prolific in their contribution to anti‐science education legislation. Qualitative analysis revealed bill and resolution language was often recycled across years and states with slight changes to wording. From 2003 to 2023, the total number of anti‐science education state legislative efforts increased, as did the number of passed bills and resolutions. The implications of these tactics and trends are considered.",
    url = "https://doi.org/10.1002/sce.21907",
    doi = "10.1002/sce.21907",
    openalex = "W4402691806",
    references = "doi101007s1205201002331, doi101007s1205201103839, doi1016410006356820060560151eacis20co2"
}