Darwinism, Design and Public Education is a 2003 anthology, consisting largely of rewritten versions of essays from a 1998 issue of Michigan State University Press's journal, Rhetoric and Public Affairs, edited by intelligent design activists John Angus Campbell (who serves on the journal's editorial board) and Stephen C.

[1] The book purports to address the question of "[s]hould public school science teachers be free to teach the controversies over biological origins" and promotes the Discovery Institute's "teach the controversy" political action plan, whilst claiming "not to advocate the theory of ID.

As science, ID is an argument against the orthodox Darwinian claim that mindless forces—such as variation, inheritance, natural selection, and time—can account for the principal features of the biological world.

Campbell, of course, cannot use that term without divulging ID's religious identity, which is the chief obstacle to the Wedge's plans for educational "reform."

But the public discussion of "Darwinism" that Campbell seeks to advance toward such reform is nothing more than the usual creationist carping against evolution.The Discovery Institute lists five chapters as "Peer-Reviewed & Peer-Edited Scientific Publications Supporting the Theory of Intelligent Design,[4] although Mark Isaak of the talk.origins Archive notes that "Anthologies and conference proceedings do not have well-defined peer review standards" and that "reviewers are themselves ardent supporters of intelligent design.