it a scientific alternative to the theory of evolution. ..."intelligent design" might be appropriate to teach in a religion or philosophy class, but the concept has no place in a science classroom and should not be taught there." The president of the society wrote, "Their [religious fundamentalists'] latest ploy masquerades as "critical thinking" or "freedom of expression" and takes the form of laws prohibiting someone from being dismissed from his or her job for teaching the alleged controversy about evolution, by which they mean that it’s perfectly OK for a so-called science teacher to present creationism, intelligent design and other Bible-in-science-clothing religious doctrines as legitimate alternatives to evolution, even though anyone who does so ought to be fired for incompetence." Botanical Society of America "The proponents of creationism/intelligent design promote scientific ignorance in the guise of learning. As professional scientists and educators, we strongly assert that such efforts are both misguided and flawed, presenting an incorrect view of science, its understandings, and its processes." Federation of American Societies for Experimental Biology The Federation represents 22 professional societies and 84,000 scientists, and its statement FASEB Opposes Using Science Classes to Teach Intelligent Design, Creationism, and other Non-Scientific Beliefs was adopted by the FASEB Board of Directors. National Association of Biology Teachers "Scientists have firmly established evolution as an important natural process. ... Explanations or ways of knowing that invoke metaphysical, non-naturalistic or supernatural mechanisms, whether called "creation science," "scientific creationism," "intelligent design theory," "young earth theory," or similar designations, are outside the scope of science and therefore are not part of a valid science curriculum." - Adopted by the NABT Board of Directors, 1995. Revised 1997, 2000, May 2004, and 2008. Endorsed by: The Society for the Study of Evolution, 1998; The American Association of Physical Anthropologists, 1998. The National Center for Science Education itself opposes the teaching of intelligent design, acting as a clearinghouse for information regarding efforts to force creationism (including intelligent design) into the classroom. The NCSE describes intelligent design as "a successor to the "creation science" movement, which dates back to the 1960s...The term "intelligent design" was adopted as a replacement for "creation science," which was ruled to represent a particular religious belief in the Supreme Court case Edwards v. Aguillard in 1987. IDC proponents usually avoid explicit references to God, attempting to present a veneer of secular scientific inquiry. IDC proponents introduced some new phrases into