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The '''creation-evolution controversy''' is a recurring dispute most prevalent in regions of the [[United States]] where it is often portrayed as part of the culture wars.<ref>{{hnb|Larson|2004|p=247-263}} Chapter titled ''Modern Culture Wars''.  See also {{hnb|Ruse|1999|p=26}}, who writes "One thing that historians delighted in showing is that, contrary to the usually held tale of science and religion being always opposed...religion and theologically inclined philosophy have frequently been very significant factors in the forward movement of science."</ref>  While the controversy has a long history,<ref>{{hnb|Numbers|1992|p=3-240}}</ref> today it primarily concerns what should be taught as [[science]] in [[public schools]], and what is good science.<ref>{{hnb|Peters & Hewlett|2005|Ref=CITEREFPetersHewlett2005|p=1}}</ref>  In the United States, the teaching of [[biology|biological]] [[Theory of evolution|evolution]] in the public schools is a significant area of contention, while the teaching of alternatives such as [[creation science]] and intelligent design [[intelligent design|(ID)]] are other aspects of the dispute.

The '''creation-evolution controversy''' is a recurring dispute most prevalent in regions of the [[United States]] where it is often portrayed as part of the culture wars.<ref>{{hnb|Larson|2004|p=247-263}} Chapter titled ''Modern Culture Wars''.  See also {{hnb|Ruse|1999|p=26}}, who writes "One thing that historians delighted in showing is that, contrary to the usually held tale of science and religion being always opposed...religion and theologically inclined philosophy have frequently been very significant factors in the forward movement of science."</ref>  While the controversy has a long history,<ref>{{hnb|Numbers|1992|p=3-240}}</ref> today it primarily concerns what should be taught as [[science]] in [[public schools]], and what is good science.<ref>{{hnb|Peters & Hewlett|2005|Ref=CITEREFPetersHewlett2005|p=1}}</ref>  In the United States, the teaching of [[biology|biological]] [[Theory of evolution|evolution]] in the public schools is a significant area of contention, while the teaching of alternatives such as [[creation science]] and [[Intelligent Design]] are other aspects of the dispute.

In the first case, [[evolutionists]] argue that [[creationism]] should not be taught in the public schools because it is fundamentally [[religion|religious]] in nature and not science.

In the first case, [[evolutionists]] argue that Creation Science and Intelligent Design should not be taught in the public schools because it is fundamentally [[religion|religious]] in nature and not science.

Creationists argue that evolution should not be taught because it is bad science or because it is an anti-theist [[ideology]] dressed up as science.<ref>{{hnb|Hayward|1998|p=2}}</ref>

In the second case, concerned [[parent]]s, educators, scientists, and other interested parties argue that creation science and intelligent design are not scientific; rather, they are viewed as thinly disguised schemes to introduce religion to the classroom.

In the United States, recent court decisions have affirmed this position, consistently barring the introduction of creation science and intelligent design into public science curricula.

 

Creationists argue that evolution is anti-theist [[ideology]] dressed up as science<ref>{{hnb|Hayward|1998|p=2}}</ref>, and that religion, in the form of [[Secular Humanism]], is already in the classroom.

== History of the Creation/evolution controversy ==

== History of the Creation/evolution controversy ==