Evolution in schools; legal trap (Introduction)

by xeno6696 , Sonoran Desert, Wednesday, June 13, 2012, 13:41 (4524 days ago) @ Balance_Maintained

http://www.aaas.org/news/releases/2012/0321tennessee.shtml
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> This article does a great job articulating my beef with mainstream science. The best part, it was written by scientist.
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> On 26 March, the Tennessee House of Representatives voted 72-23 to approve a version of the bill that was passed by the state Senate on 19 March. House Bill 368 would encourage teachers to present the "scientific strengths and scientific weaknesses" of issues that "may cause debate and disputation," including evolution and climate change. The bill now goes to Haslam, who has 10 days to veto the bill or it will become law.
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> The response:
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> "It is discouraging to see legislation that encourages teachers to help students 'critique' the 'scientific strengths and scientific weaknesses' of what are in fact well-established theories." 
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> Why should science be afraid that children might be taught the controversies and weaknesses of a scientific theory? Note, this was not a bill to allow the teaching of religion or creation in school, only to teach the weaknesses in the theories.-Because a long time ago, school became about producing "model citizens" instead of educated ones. -Not a problem exclusive to science or religion, but a direct consequence of a politicized system. I'm leaning towards the Libertarian model where all schools are private.

--
\"Why is it, Master, that ascetics fight with ascetics?\"

\"It is, brahmin, because of attachment to views, adherence to views, fixation on views, addiction to views, obsession with views, holding firmly to views that ascetics fight with ascetics.\"