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. Meyer, neither of whom are scientists. The book is promoted as being a "peer-reviewed science book", however in reviewing it Barbara Forrest notes that: Nineteen of the twenty-seven essays are by ID creationists and their supporters, not one of whom is a working evolutionary biologist. Among the eight pro-evolution essays, only four are by scientists. Of those, only two are by evolutionary biologists. There is a preponderance of humanities scholars; some, like rhetorician John Angus Campbell, are ID proponents while others are pro-evolution. 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." This denial is later undercut by claiming that an understanding of ID is needed "to understand Darwin's argument, to say nothing of the contemporary controversy that it continues to generate". Source: Wikipedia (en)