The controversy over teaching evolution or creationism in American public schools offers a policy paradox. Two sets of values¿science and democracy¿are in conflict when it comes to the question of what to teach in public-school biology classes. Prindle illuminates this tension between American public opinion, which clearly prefers that creationism be taught in public schools, versus the democratic ideal held by virtually every person in the country. This incisive analysis is a must-read in a wide range of disciplines and for anyone who wants to understand the politics of biology.