A bill is currently in committee in the state of Montana that would mandate
teaching evidence for and against origins theories.
See http://data.opi.state.mt.us/bills/2001/LChtml/LC1391.htm
Here are the highlights of the bill itself:
o VALID COMPETING THEORIES OF ORIGIN EXIST
o DIRECTING THE BOARD OF PUBLIC EDUCATION TO REQUIRE ALL TEACHERS TO OFFER A
REASONABLY BALANCED PRESENTATION THAT PROVIDES A SIGNIFICANT AMOUNT OF
SCIENTIFIC EVIDENCE SUPPORTING AND DISPROVING EACH MAJOR THEORY OF ORIGIN
o WHEREAS, especially with regard to science education, truth can only be
arrived at through a process of open inquiry and discovery in a
value-neutral atmosphere of tolerance and diversity
o a vigorous, ongoing, fact-driven debate exists within the scientific
community over such questions as the origin of life and matter, the age of
the earth and the universe, the meaning of the fossil record, and the
origins of species and mankind;
o it is recognized that theories of origin have the potential of greatly
shaping and impacting a student's belief systems, personal values, and
ethical foundations
o the Legislature believes that all teachers should be free to teach and
that all students should be free to think, question, and learn based on an
unbiased examination of all scientific fact
In the same vein is the following:
from http://freedomcouncil.com/originsdefense/origins2.htm
A Legal Challenge to Evolution as Orthodoxy
The Council on Religious Freedom proposes legal action, either in the form
of lawsuit or statute, arguing that the Constitution requires state
neutrality on the issue of origins. Many philosophers and theologians agree
that the issue of the origins of life and humanity is a metaphysical
question that is inherently religious. The state does not have a strong
interest in addressing the topic, especially at the elementary and secondary
school levels.[v] The Council believes that in dealing with schoolchildren,
the issue of origins should be handled by parents, religious leaders, and
private scientific and community groups, all apart from the coercive
apparatus of the state. At most, public schools should make students aware
of the wide range of views and information on the topic of origins, but
should refrain from presenting any one view as more or less accurate. In
short, it is the Council's view that under the U.S. Constitution the state
has no right to enforce or teach a view of orthodoxy in origins.
The Council has a proven track record of handling church/state litigation at
the highest levels.[vi] It has also been actively involved in the
successful passage of religious freedom legislation at both the state and
federal level. The Council has contacted experts in science, theology, and
philosophy to assemble the team necessary to bring legal action challenging
state-sponsored evolutionary orthodoxy. The ensuing public and media
attention would be capitalized on by this team to help sponsor seminars,
conferences, publications and rallies to highlight the strong evidence for
alternate views of origins, such as intelligent design, abrupt appearance
and special creation. Such programs are being presented even now in
communities and churches across the country. Members of the creationist
team will appear on various media outlets, such as radio and television talk
shows. The goal is to use the legal action as an opportunity to speak
widely and publicly about the diversity of views Americans hold on the issue
of origins.
Keith B. Miller
Department of Geology
Kansas State University
Manhattan, KS 66506
kbmill@ksu.edu
http://www-personal.ksu.edu/~kbmill/
This archive was generated by hypermail 2b29 : Tue Feb 20 2001 - 21:38:27 EST