As John Lynch points out Explore Evolution has received another bad review. Like the previous review the new review, by Brian Metscher, is less than positive. The review is published in Evolution and Development and does not pull any punches.
Here is a snippet from the review:
All of the topics are treated in a manner much more appropriate to discussions of theological contentions or political positions rather than to scientific discourse. The authors appeal to students to take on the role of jurors: weighing evidence and deciding which view is right. Apart from the fact that this is very much not how scientific inquiry works, this book has the same advocates arguing both sides of each case. ”In science, it is ultimately the evidence – and all of the evidence – that should tell us which theory offers the best explanation. This book will help you explore that evidence” (p. 10, italics original.) No, it won’t: they never give actual alternative ”theories” (because one of them would be unconstitutional in public schools), and the ”evidence” given in this book is almost all in the form of inappropriate examples, inept analogies, unattributed intimations, and credibility enhancing quotes from mostly nonrelevant scientific works (carefully referenced, in case you want to look up the context they’re being taken out of).
One subject that does not get mentioned in the review, is how Explore Evolution is supposed to be integrated in the classroom in the first place and as this report from Louise S Mead indicates the Discovery Institute seems to be at a loss on that score. This is rather surprising when you consider that there are two textbooks out there ready to follow up on the “Academic Freedom” bills being introduced around the country (Explore Evolution and The Design of Life) both of which were written by people affiliated with the Discovery Institute. Nick Matzke explains the strategy here.