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The Dover (PA) Evolution Case: A True Win for Education? by James Anthony Whitson — January 04, 2006The decision on Intelligent Design in the Dover, Pennsylvania case has been widely hailed as a win for science educators, and for education generally. But is it a true victory? This article raises questions about the dangers of abdicating curriculum responsibility to legal and political authorities, without benefit of judgment grounded in a principled understanding of curriculum by scholars and practitioners in education.To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:
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- James Whitson
University of Delaware
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TONY WHITSON teaches Curriculum Studies and Social Studies Education at the University of Delaware. He received a J.D. from the University of Wisconsin in Madison, where he practiced public interest law and consumer advocacy before entering the University of Rochester, where he received a Ph.D. in Education.
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