Abstract

This article presumes to achieve a relatively definitive philosophical treatment of the creation-science issue (concerning teaching evolution in the schools) identified as a complex and troublesome piece of public rhetoric requiring careful attention to a number of distinct points to gain an adequate response to it. Questions of fact, theory, logic, professional responsibility, human being, metaphysics, education, law, religion, and ethics are all critically examined with a sampling of pertinent sources. As an unexpected movement in our time creation-science rhetoric represents many conflicting interests, most significantly a confused but legitimate call for philosophical thinking which should not go unheeded.