This Article offers a spectator's guide to this controversy by three central issues in Aguillard. First, the Article examines the persistent interest of both creationists and evolutionists in the content of public-school biology instruction, which is reflected in passage of the Balanced Treatment Act, and the overwhelming, organized opposition to its implementation. Focusing on the impact o science in recent decisions, the second section of the Article reviews judicial responses to the cases spawned by the controversy over creationist and evolutionary instruction. The Article concludes by exploring the central role played by scientific opinion in the legal arguments for and against the Louisiana Balanced Treatment Act, as reflected in the briefs filed with the Supreme Court.
Edward J. Larson,
Textbooks, Judges, and Science
Available at: https://digitalcommons.law.uga.edu/fac_artchop/505