David K. DeWolf

Senior Fellow, Center for Science and Culture

David K. DeWolf is a Professor Emeritus of Law at Gonzaga School of Law in Spokane, Washington and a Senior Fellow at Discovery Institute's Center for Science and Culture. A graduate of Stanford University and Yale Law School, Professor DeWolf has clerked for the Honorable Stephen Bistline of the Idaho Supreme Court. He has written a briefing book for public school administrators, Teaching the Controversy: Darwinism, Design and the Public School Curriculum.


Law Professor David DeWolf on the History of the Santorum Amendment

On this episode of ID the Future, Casey Luskin interviews Discovery Institute Senior Fellow David DeWolf, a law professor at Gonzaga University School of Law and author of the 2009 law review article “The ‘Teach the Controversy’ Controversy” on the history of the “Santorum Amendment.”

The “Teach the Controversy” Controversy

This article appears in the legal journal University of St. Thomas Journal of Law & Public Policy Vol. IV(1):326-353 (Fall, 2009), published by University of St. Thomas School of Law. Click here for a PDF of the full article. Abstract: In 2000, my coauthors and I published an article proposing that public schools would violate no constitutional prohibition (and would Read More ›

David DeWolf on the Louisiana Academic Freedom Bill

On this episode of ID the Future, Robert Crowther interviews Discovery Institute senior fellow David DeWolf, a leading expert on the legalities of teaching evolution who helped shape the sample academic freedom legislation available at www.AcademicFreedomPetition.com. Dr. DeWolf explains the idea behind the academic freedom bill currently moving forward in Louisiana and what it means to teach the controversy over evolution. Should teachers have the freedom to treat Darwinism as an open and interesting question? Listen in and decide for yourself.

Decent Dissent: Seeking an Open Evolution Debate

In this installment of ID The Future, Gonzaga Law School professor David K. DeWolf discusses the ongoing battle between Darwinism and intelligent design as it resonates through education, politics, and recent presidential debates. DeWolf argues that, rather than unfairly framing the evolution debate or denying tenure to pro-intelligent design college professors, personal agendas should be dismissed so both sides of the issue can be critically investigated. DeWolf’s comments first appeared on June 11th in The Boston Globe.

A Discussion of the Montana Law Review’s Recent Publication of Articles about the Dover Intelligent Design Ruling

On this episode of ID The Future, CSC’s Casey Luskin discusses with senior fellow David DeWolf the current issue of the Montana Law Review which features a lively exchange of views about the Kitzmiller v. Dover intelligent design decision. The Kitzmiller decision isn’t wearing well even among legal scholars who are critical of intelligent design, and Irons’ article does little to seriously defend Judge Jones’ ruling.

Evolution and Dissent

It’s the question that won’t go away. Twice during the Republican presidential debates and once at a forum for Democratic candidates, candidates were asked about evolution. For example, in the California debate all the candidates were asked to respond to the question of whether they believed in evolution. In the New Hampshire debate, follow-up questions were asked of former Arkansas Read More ›

Intelligent Design Will Survive Kitzmiller v. Dover

The Winter 2007 issue of Montana Law Review features an exchange of views about the Kitzmiller v. Dover (2005) intelligent design ruling. The lead article in the issue, “Intelligent Design Will Survive Kitzmiller v. Dover” is authored by Discovery Institute Senior Fellows David DeWolf and John West along with Program Officer in Public Policy and Legal Affairs Casey Luskin. A Read More ›

A Comparison of Judge Jones’ Opinion in Kitzmiller v. Dover with Plaintiffs’ Proposed “Findings of Fact and Conclusions of Law”

EXECUTIVE SUMMARY In December of 2005, critics of the theory of intelligent design (ID) hailed federal judge John E. Jones’ ruling in Kitzmiller v. Dover, which declared unconstitutional the reading of a statement about intelligent design in public school science classrooms in Dover, Pennsylvania. Since the decision was issued, Jones’ 139-page judicial opinion has been lavished with praise as a Read More ›

Electing Judges Keeps Them Accountable

Charges and countercharges swirl in the campaigns for election to judicial office in Washington state, particularly the closely watched campaign for Position 2 on the Washington Supreme Court. When phrases such as judicial activism, justice for sale, legislating from the bench and destroying judicial independence are being tossed about, it’s hard for the average voter to know what is appropriate Read More ›

Teaching About Evolution in the Public Schools

A Short Summary of the Law
A new approach to teaching about evolution has been developed to meet the test of good science and satisfy the courts’ standards of constitutionality. "Teach the controversy" is tje idea is to use scientific disagreements over evolution to help students learn more about evolution, and about how science deals with controversy.

An Interview with David DeWolf, co-author of Traipsing Into Evolution

This week Discovery President Bruce Chapman interviews Gonzaga law school professor, and Discovery senior fellow, David DeWolf about last year’s federal intelligent design trial, Kitzmiller vs. Dover School District. DeWolf is the co-author of the new book “Traipsing Into Evolution: Intelligent Design and the Kitzmiller v. Dover Decision” a critique of federal Judge John E. Jones’s decision in the Kitzmiller v. Dover case, the first trial to attempt to address the constitutionality of teaching intelligent design in public schools. In this concise yet comprehensive response, Discovery Institute scholars and attorneys show how Judge Jones’s Kitzmiller decision was based upon faulty reasoning, non-existent evidence, and a serious misrepresentation of the scientific theory of intelligent design.

Darwinism, Design, and Public Education

This balanced volume contains essays by both supporters and critics debating intelligent design and whether design should be allowed in public school science classes. The scholars approach the question from the standpoints of constitutional law, philosophy, rhetoric, education, and science.

Traipsing Into Evolution

Intelligent Design and the Kitzmiller v. Dover Decision
Traipsing into Evolution is a critique of federal Judge John E. Jones's decision in the Kitzmiller v. Dover case, the first trial concerning the constitutionality of teaching intelligent design in public schools.

Judge Jones Follows ACLU, Ignores Contrary Facts

In his opinion in the Kitzmiller case, Judge Jones accepted virtually every argument made by the ACLU. To be fair, the ACLU did present testimony supporting the plaintiffs’ claim that the school board had acted for religious motives in adopting the policy requiring that a four-paragraph statement be read. If Jones had stopped there, few would have quarreled with his Read More ›

Remarks of Sr. Fellow David DeWolf to Darby, MT School Board

Remarks of Discovery Institute Sr. Fellow David Dewolf, Professor of Law Gonzaga Law School to Darby School DistrictJanuary 28, 2004 Thank you. I am very appreciative of your allowing me to offer my reflections on the proposed policy. Before I do so, I’d like to clarify my role in this process. Although I have an opinion regarding the constitutionality of Read More ›