Kent Greenawalt is a law professor at Columbia University, and the author of the 2005 book Does God Belong in the Public Schools? He and I have similar ideas about the extent to which intelligent design should be taught (though we both have nuanced positions, and there are definitely some differences too). Anyway, here’s an interesting passage from pp. 124-5 of his book:

I have proposed a middle course somewhere between what evolutionists insist is the only sound scientific approach and what proponents of Genesis creation and intelligent design seek. This counsel of moderation may have little appeal for opposing camps who standardly accuse one another of dogmatism and dishonesty. The evolutionists suspect, with a good deal of justification, that intelligent design is supported by many as a device to sneak religious objections into the science curriculum. Proponents of intelligent design, with a good deal of justification, charge that their position is ruled out of court without a hearing. Each side often tries to make the arguments of the other look as ridiculous as possible, and neither seems much interested in a fair appraisal of, or even a candid debate about, how far teaching science should involve possible limits of science, and whether critics of evolutionary theory have any solid scientific basis to suppose that the history of life on earth may involve such limits. 

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