clerical and technical support staff, and expensive advertising campaigns and extensive political networking. The Discovery Institute's "Teach the Controversy" campaign is designed to leave the scientific establishment looking close-minded, appearing as if it is attempting to stifle and suppress new scientific discoveries that challenge the status quo. This is made with the knowledge that it's unlikely many in the public understand advanced biology or can consult the current scientific literature or contact major scientific organizations to verify Discovery Institute claims. This part of the strategy also plays on undercurrents of anti-intellectualism and distrust of science and scientists that can be found in particular segments of American society. There is a noticeable conflict between what intelligent design backers tell the public through the media and what they say before conservative Christian audiences. This is studied and deliberate as advocated by wedge strategy author Phillip E. Johnson. When speaking to a mainstream audience and to the media, ID proponents cast ID as a secular, scientific theory. But when speaking to what the Wedge Document calls their "natural constituency, namely (conservative) Christians," ID proponents express themselves in unambiguously religious language. This in the belief that they cannot afford to alienate their constituency and major funding sources, virtually all of which are conservative religious organizations and individuals such as Howard Ahmanson. Having written extensively about ID, philosopher of science Robert Pennock says "When lobbying for ID in the public schools, wedge members sometimes deny that ID makes any claims about the identity of the designer. It is ironic that their political strategy leads them to deny God in the public square more often than Peter did." The term "intelligent design" has become a liability for wedge advocates since the ruling in Kitzmiller v. Dover Area School District. Because of the success of the Discovery Institute's public relations campaign to make "intelligent design" a household phrase, and the ruling in Kitzmiller v. Dover Area School District that ID is essentially religious in nature more people recognize it as the religious concept of creationism. Having come closest to accomplishing getting ID into public school science classes in Kansas and Ohio where they succeeded in getting the State Board of Education to adopt ID lesson plans, intelligent design proponents advocated "teach the controversy" as a legally defensible alternative to teaching intelligent design. The Kitzmiller ruling also characterized "teaching the controversy" as part of the same religious ploy