"science", ID, and academic freedom

From Richard John Neuhaus in First Things...

J. Scott Turner is professor of biology at the SUNY College of Environmental Science and Forestry and author of The Tinkerer’s Accomplice: How Design Emerges from Life Itself (Harvard University Press). Writing in Christian Century, he offers a thoughtful overview of arguments surrounding Intelligent Design and ends with this reflection on the much reported lawsuit in Dover, Pennsylvania:

“Many of my scientific colleagues were involved in this case. One would hope that they would have taken a stance of principled neutrality, offering a robust defense of academic freedom tempered with the sober recognition that freedom means that sometimes people will think, speak and even teach things one disagrees with. Instead, my colleagues took sides; many were actively involved as advocates for the plaintiffs, and they were cheered on by many more from the sidelines. Although there was general jubilation at the ruling, I think the joy will be short-lived, for we have affirmed the principle that a federal judge, not scientists or teachers, can dictate what is and what is not science, and what may or may not be taught in a classroom. Forgive me if I do not feel more free.”