On this episode of ID the Future, Rob Crowther interviews Casey Luskin about his recent article, “The Constitutionality and Pedagogical Benefits of Teaching Evolution Scientifically,” published in the University of St. Thomas Journal of Law & Public Policy. Luskin shares from his research of the problems facing American science education — how students are not inspired to pursue science and not taught how to think like scientists — and the solution of inquiry-based science education.
How does critical analysis of evolution promote scientific thinking? And what does the law say about teaching critiques of Darwin’s theory? Tune in to find out.
You can read more about Mr. Luskin’s law review article here.