忘却からの帰還〜Intelligent Design

「生徒たちが、科学的に強いところと科学的に弱いところを、理解・分析・批判・客観的にレビューするのを、教師たちが支援することを、許容されなければならない」州法案。ただし、生物進化・化学起源・気候変動といった具体的な対象を挙げていない。

州法案	Indiana Senate Bill 562, 2015 Regular Session
提案者	Jeff Raatz州上院議員(共和党District 27), Dennis Kruse州上院議員 (共和党District 14)
提案	2015/01/20
状況	2015/02/25 第3読会期限までに実施できず廃案

Indiana Senate Bill 562

SENATE BILL No. 562
A BILL FOR AN ACT to amend the Indiana Code concerning education.
Be it enacted by the General Assembly of the State of Indiana:

SECTION 1. IC 20-30-5-0.2 IS ADDED TO THE INDIANA CODE AS A NEW SECTION TO READ AS FOLLOWS [EFFECTIVE JULY 1, 2015]: Sec. 0.2. (a) The general assembly finds that:

(1) an important purpose of science education is to inform students about evidence and to help students develop critical thinking skills necessary to become intelligent, productive, and informed citizens;
(2) some scientific subjects, such as, but not limited to, human cloning, may produce differing conclusions and theories supported by noted experts on some topics within those subjects; and
(3) some teachers may be unsure of the expectations concerning how the teachers should present information and evidence on these topics.
(b) This section applies to school corporations.
(c) The state board, the department, governing bodies, superintendents, principals, and other administrators shall endeavor to create an environment within public schools that encourages students to explore questions, learn about evidence, develop critical thinking skills, and respond appropriately and respectfully to different conclusions and theories concerning controversial scientific subjects.
(d) The state board, the department, governing bodies, superintendents, principals, and other administrators may endeavor to assist teachers in finding effective ways to present the curriculum as the curriculum addresses subjects set forth in subsection (a)(2). A teacher shall be allowed to help students understand, analyze, critique, and review in an objective manner the scientific strengths and weaknesses of conclusions and theories being presented in a course being taught by the teacher.
(e) The state board, the department, governing bodies, superintendents, principals, and other administrators may not prohibit a teacher in a public school from helping students to understand, analyze, critique, and review in an objective manner the scientific strengths and weaknesses of existing conclusions and theories being presented in a course being taught by the teacher.
(f) This section protects only the teaching of scientific information, and may not be construed to promote:
(1) any religious or nonreligious doctrine;
(2) discrimination for or against a particular set of religious beliefs or nonbeliefs; or
(3) discrimination for or against religion or nonreligion

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