Abstract
The editors of Darwinism, Design, and Public Education (DD & PE) advocate presenting design along side evolution in public education curricula. Their plea is to "teach the controversy" so that science education will be more rigorous when taught with the give and take that is part and parcel of real science. They suggest evolution classes should not only teach perceived evidentiary strengths, but also evidentiary weaknesses. Evidence should take one to where it leads, and in the view of most of the contributors to DD & PE, that is to Intelligent Design (ID).