 Creationism in the sense used in this discussion is still very much a live phenomenon in American culture today – and in other parts of the world, like the Canadian West, to which it has been exported. Popularity does not imply truth. Scientifically Creationism is worthless, philosophically it is confused, and theologically it is blinkered beyond repair. The same is true of its offspring, Intelligent Design Theory. But do not underestimate its social and political power. As we move through the second decade of the new millennium, thanks to Johnson and his fellows, there are ongoing pressures to introduce non-evolutionary ideas into science curricula, especially into the science curricula of publicly funded schools in the United States of America. In 2004, in Dover, Pennsylvania, there was an attempt by the school board to introduce Intelligent Design Theory into the biology classrooms of the publicly funded schools. As it happens, this was rejected strongly by the federal judge trying the case – a man who was appointed by President George W. Bush no less – and the costs of the case will surely deter others from rushing to follow the example of this board (who were incidentally then promptly dropped by the voters.) (A lively account of this trial is by Lauri Lebo, The Devil in Dover: An Insider’s Story of Dogma v. Darwin in Small-Town America. Philosopher Robert Pennock argued that IDT is not genuine science, and taking somewhat of a post-modernist stance, philosopher Steven Fuller argued that it as good science as any other. Pennock and Ruse (eds.) 2008 is an updated version of Ruse (ed.) 1988, and includes full discussion of Dover as well as Arkansas.) The battle is not yet over and things could get a lot worse before they get better, if indeed they will get better.  Already, there are members of the United States Supreme Court who have made it clear that they would receive sympathetically calls to push evolution from a preeminent place in science teaching, and with its turn to the right it would be foolish to assume that if a case came its way that Creationism or ID theory would be rejected as unsuitable for public school classroom use. If additions are made, with present appointments, we could find that — nearly a century after the Scopes Trial, when the Fundamentalists were perceived as figures of fun – Creationism in one form or another finally takes its place in the classroom.