Abstract
The paper critically reviews a range of contemporary versions of ‘evolution denial’, before rehearsing evidence from opinion surveys of the support for such positions being taught in schools. Empirical studies of the relationship between creationist views and attitudes to both science and religion among young people are reported, together with recent data showing a positive association between personal dissatisfaction and the embracing of creationism. An explanation for this relationship is offered. The paper concludes with a call to resist the campaign for teaching creationism as part of school science.
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