“We find that about 13 percent of public high school biology teachers are active advocates for creationism or Intelligent Design,” Plutzer tells Templeton Report, whose grant supported the book’s writing.
“They emphasize to their students that these are ‘valid scientific alternatives’ to mainstream evolutionary biology and devote at least some formal class instruction to the topic. An additional 5 percent of teachers take the same position, though typically in brief responses to student questions.”
Plutzer says he and Berkman find that “active proponents of creationism as science can be found in every state, even in fairly cosmopolitan school districts.”
Why is the teaching of creation so “surprisingly resilient” in schools when the theory of evolution is more widely promoted? If evolutionary biology was an indisputable fact, why would a number of biology teacher’s across the country insist on teaching Intelligent Design to their students?
Could it be because the evidence leans more toward creation than blind chance for all the life reproducing on this planet? If the theory of evolution was completely sound there should be no biochemists to argue against it.
Yet, Michael J. Behe, a professor of biochemistry at Lehigh University in Pennsylvania, asserts that “Cells are simply too complex to have evolved randomly; intelligence was required to produce them.”