Should Science Class Be Fair? Frames and Values in the Evolution Debate

Communicators try to shape public opinion to their advantage by invoking social values. We examine a vivid example of this value framing in the debate over teaching evolution in the public schools. Supporters of intelligent design (ID) theory have pressed for greater acceptance in public schools by framing the issue as a question of fairness. A survey experiment revealed overwhelming agreement that including ID in science class is fairer than excluding it. This belief had a greater impact on tolerance for ID when the issue was framed with respect to fairness. A second study showed similar effects from a pro-ID documentary film. A final study showed that training in scientific reasoning counteracts the impact of the fairness value, thereby decreasing tolerance for ID. Combined, these studies show how political debate can be understood as a contest over which values deserve greatest consideration or emphasis.