忘却からの帰還〜Intelligent Design

If a teacher believes in global warming, she should be able to say ‘I believe in global warming,’ then if she believes the Earth was created by a Supreme Being, that maybe there are other theories than the big bang theory where there was nothing, then nothing exploded and created something.

[ Kate Royals:"Bill would allow teachers to promote creationism"(2016/02/10) on TheClarion-Ledger ]

Title: AN ACT TO REQUIRE THE STATE BOARD OF EDUCATION, SCHOOL SUPERINTENDENTS AND OTHER PUBLIC SCHOOL DISTRICT ADMINISTRATORS AND PRINCIPALS TO CREATE AN ENVIRONMENT THAT ENCOURAGES STUDENTS TO EXPLORE SCIENTIFIC QUESTIONS, LEARN ABOUT SCIENTIFIC EVIDENCE AND DEVELOP CRITICAL THINKING SKILLS ABOUT SCIENTIFIC SUBJECTS REQUIRED TO BE TAUGHT UNDER THE CURRICULUM FRAMEWORK DEVELOPED BY THE STATE BOARD OF EDUCATION; TO REQUIRE THESE ENTITIES TO ASSIST TEACHERS IN FINDING EFFECTIVE METHODS OF PRESENTING THE SCIENCE CURRICULUM FRAMEWORK DEVELOPED BY THE STATE BOARD OF EDUCATION AS IT ADDRESSES SCIENTIFIC SUBJECTS THAT MAY CAUSE DEBATE AND DISPUTATION; TO PROHIBIT THESE ENTITIES FROM PROHIBITING TEACHERS FROM HELPING STUDENTS UNDERSTAND, ANALYZE, CRITIQUE AND REVIEW THE SCIENTIFIC STRENGTHS AND WEAKNESSES OF ALL EXISTING SCIENTIFIC THEORIES TAUGHT UNDER THE CURRICULUM FRAMEWORK DEVELOPED BY THE STATE BOARD OF EDUCATION; AND FOR RELATED PURPOSES.

州教育委員会と学校管理者と他の公立学区管理者と学校長に、州教育委員会によって開発されたカリキュラムフレームワークのもとで教えることが義務付けられた科学的主題にに関して、生徒に、科学的問いを探求し、科学的証拠を学び、批判的思考スキルを発達させることを推奨する環境を作ることを義務付け、州教育委員会によって開発された、論争と議論を起こす可能性のある科学的主題を指示している、科学的カリキュラムフレームワークを教師が効率的に提示する方法を見出すのを支援することを義務付け、州教育委員会によって開発されたカリキュラムフレームワークのもとで教えられる全ての既存科学理論について、生徒たちが理解・分析・批判・レビューするのを教師が支援することを禁じることを、禁じる州法案。

[ Mississippi 2016 House Bill 50 ]

MISSISSIPPI LEGISLATURE 2016 Regular Session
To: Education
By: Representatives Formby, Carpenter, Currie, Moore
House Bill 50
AN ACT TO REQUIRE THE STATE BOARD OF EDUCATION, SCHOOL SUPERINTENDENTS AND OTHER PUBLIC SCHOOL DISTRICT ADMINISTRATORS AND PRINCIPALS TO CREATE AN ENVIRONMENT THAT ENCOURAGES STUDENTS TO EXPLORE SCIENTIFIC QUESTIONS, LEARN ABOUT SCIENTIFIC EVIDENCE AND DEVELOP CRITICAL THINKING SKILLS ABOUT SCIENTIFIC SUBJECTS REQUIRED TO BE TAUGHT UNDER THE CURRICULUM FRAMEWORK DEVELOPED BY THE STATE BOARD OF EDUCATION; TO REQUIRE THESE ENTITIES TO ASSIST TEACHERS IN FINDING EFFECTIVE METHODS OF PRESENTING THE SCIENCE CURRICULUM FRAMEWORK DEVELOPED BY THE STATE BOARD OF EDUCATION AS IT ADDRESSES SCIENTIFIC SUBJECTS THAT MAY CAUSE DEBATE AND DISPUTATION; TO PROHIBIT THESE ENTITIES FROM PROHIBITING TEACHERS FROM HELPING STUDENTS UNDERSTAND, ANALYZE, CRITIQUE AND REVIEW THE SCIENTIFIC STRENGTHS AND WEAKNESSES OF ALL EXISTING SCIENTIFIC THEORIES TAUGHT UNDER THE CURRICULUM FRAMEWORK DEVELOPED BY THE STATE BOARD OF EDUCATION; AND FOR RELATED PURPOSES.
BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MISSISSIPPI:
SECTION 1. (1) (a) The Legislature finds that an important purpose of science education is to inform students about scientific evidence and to help students develop critical thinking skills necessary to become intelligent, productive and scientifically informed citizens. The teaching of some scientific subjects required to be taught under the curriculum framework developed by the State Board of Education may cause debate and disputation, including, but not limited to:
(i) Biological evolution;
(ii) The chemical origins of life;
(iii) Global warming; and
(iv) Human cloning.
Some teachers may be unsure of the expectations concerning how they should present information when debate and disputation occur on these subjects.
(b) The State Board of Education, local school boards, public school superintendents of schools, public school administrators and principals and public school teachers shall endeavor to create an environment within public K-12 schools that encourages students to explore scientific questions, learn about scientific evidence, develop critical thinking skills and respond appropriately and respectfully to differences of opinion about scientific subjects required to be taught under the curriculum framework developed by the State Board of Education.
(c) The State Board of Education, local school boards, public school superintendents and public school administrators and principals shall endeavor to assist teachers to find effective ways to present the science curriculum framework developed by the State Board of Education as it addresses scientific subjects that may cause debate and disputation. Toward this end, teachers shall be permitted to help students understand, analyze, critique and review in an objective manner the scientific strengths and scientific weaknesses of existing scientific theories covered in the course being taught within the curriculum framework developed by the State Board of Education.
(d) Neither the State Board of Education, nor any local school board, public school superintendent, public school administrator or principal shall prohibit any teacher of a public school system from helping students understand, analyze, critique and review in an objective manner the scientific strengths and scientific weaknesses of all existing scientific theories covered in the course being taught within the curriculum framework developed by the State Board of Education.
(e) This section only protects the teaching of scientific information, and shall not be construed to promote any religious or nonreligious doctrine, promote discrimination for or against a particular set of religious beliefs or promote discrimination for or against religion.
SECTION 2. No later than the start of the 2016-2017 school year, the State Department of Education shall notify all public school superintendents of the provisions of this act. Each public school superintendent shall notify all employees within the director's school system of the provisions of this act.
SECTION 3. This act shall take effect and be in force from and after its passage.