Matt Trawick’s comments on my earlier post on Gregg Easterbrook and “teaching the controversy” are exactly right. I’ll just add that the seeming reasonableness of the “teach the controversy” position are precisely what makes it so pernicious.
Some people address this with humor. I sometimes find this approach very funny, but of course it’s of no value at all for actually convincing people who aren’t already convinced.
If you want actual evidence, there’s this survey of biology department heads, which found that essentially none thought that there was a controvery. I found this at the National Center for Science Education, which has a lot of resources promoting the teaching of evolution.
