Abstract

As astounding as it sounds, especially to people outside of the USA (and the Middle East, and much of Africa), 13 % of US high school teachers actively advocate creationism and so-called intelligent design theory in their classrooms; another 28 % does the right thing and teaches evolution, but a whopping 60 % falls in the middle: These teachers accept evolutionary theory (though they may be fuzzy on the details), and yet do not teach it in their classrooms, in order to avoid ‘‘the controversy’’ (Berkman and Plutzer 2010). It is largely at this 60 %, and to interested undergraduate and graduate students, that Kampourakis’ new book is aimed.