忘却からの帰還〜Intelligent Design

「生物進化・化学起源・地球温暖化・ヒトクローン」を列挙したタイプの反科学州法案である。

州法案	South Dakota Senate Bill 114, 2015 Regular Session
提案者	Jeff Monroe (共和党District 24), Bob Ewing (共和党District 31), Brock L. Greenfield (共和党District 2), Jenna Haggar (共和党District 10), Ried Holien (共和党District 5), Dan Lederman (共和党District 16), Betty Olson (共和党District 28), David M. Omdahl (共和党District 11), Bill Van Gerpen (共和党District 19), Mike Vehle (共和党District 20)
提案	2015/01/27
状況	2015/01/27 第1読会, 州上院教育委員会に送付 2015/02/10 州上院教育委員会で44日間の検討延期を採決。これにより会期切れによる廃案が確定

サウスダコタ州議会サイトにアクセスできない(2015/02/05)ため、legiscanを参照中。

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[ South Dakota 2015 Senate Bill 114 ]　(legiscan)

FOR AN ACT ENTITLED, An Act to encourage and protect the teaching of certain scientific information.
BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF SOUTH DAKOTA:
Section 1. That chapter 13-1 be amended by adding thereto a NEW SECTION to read as follows: The South Dakota Board of Education, local school boards, and all school administrators shall:
(1) Endeavor to create an environment within all elementary and secondary schools that 9 encourages students to explore scientific questions, learn about scientific evidence, 10 develop critical thinking skills, and respond appropriately and respectfully to differences of opinion about scientific subjects taught in curriculum and coursework that is aligned to the content standards established pursuant to § 13-3-48; and
(2) Assist teachers to find effective ways to present the science curriculum as it addresses scientific subjects such as biological evolution, the chemical origins of life, global warming, human cloning, and other scientific subjects that may cause debate and disputation. In addition, neither the Board of Education, nor any local school board, or school administrator may prohibit any teacher from helping students understand, analyze, critique, or review in an objective manner the scientific strengths and scientific weaknesses of existing scientific theories covered in the courses being taught that are aligned with the content standards established pursuant to § 13-3-48.

生物進化や生命の化学起源や地球温暖化やヒトクローンなどディベートや分裂を引き起こす科学的対象について理科カリキュラムの効果的提示方法を教師が見出すのを支援すること。さらに、州教育員会・学区教育委員会・学校管理者は、§13-3-48に準拠した名用に沿って教えられる課程がカバーする既存科学理論の強いところと弱いところを、生徒たちが理解・分析・批判・客観的にレビューするのを教師が支援することを禁じてはならない。

Section 2. The provisions of this Act only protect the teaching of scientific information and may not be construed to promote any religious or nonreligious doctrine, to promote discrimination for or against any particular set of religious beliefs or nonbeliefs, or to promote discrimination for or against any religion or nonreligion. Section 3. By no later than the start of the 2015-2016 school year, the secretary of education shall notify all school administrators of the provisions of this Act, and the school administrators within each school district shall notify all teachers within that school district of the provisions of this Act

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