From The Washington Post:
What’s in a name? For supporters of the theory of “intelligent design” (ID), a great deal. They argue that the complexity of our universe is best understood as the result of an intelligent cause rather than the undirected process of natural selection described by Charles Darwin, and they want to see this taught in public school science classes. ID is not religious, they argue; it is simply scientific. But critics of ID argue that it is merely a more sophisticated way of promoting “creation science,” which rejects evolutionary theory in favor of a literal reading of the book of Genesis and therefore promotes the teaching of religion in public schools.
In 2004, when the Dover, Penn., school board voted to require biology classes to use a supplemental textbook that promoted the theory of intelligent design rather than evolution, the conflict that erupted was about far more than semantics. As Edward Humes describes in this lively and thoughtful book, Dover — like Dayton, Tenn., during the 1925 Scopes “Monkey Trial” — became a proving ground for clashing beliefs about the origins of life and constitutional questions about the separation of church and state.