Ninja Monkie Bacchanal

This is a very long article, but well worth the read.  In it, a science educator goes on a journey of sorts to find out why evolution and deep time issues are not being taught in Arkansas, even though the state’s science curriculum says they should be.

In the fall of 2004, I received an e-mail from an old friend back in Arkansas, where I was raised. She was concerned about a problem her father was having at work. “Bob” is a geologist and a teacher at a science education institution that serves several Arkansas public school districts. My friend did not know the details of Bob’s problem, only that it had to do with geology education. This was enough to arouse my interest, so I invited Bob to tell me about what was going on.