Posted on 04/12/2006 9:47:51 AM PDT by PatrickHenry
The Maryland General Assembly adjourned on April 10, 2006, meaning that both antievolution bills introduced during the legislative session are dead.
House Bill 1531 would, if enacted, have provided that teachers in Maryland's public schools and faculty members in Maryland's public institutions of higher education "shall have the affirmative right and freedom to present scientific information to [sic] the full range of scientific views in any curricula or course of learning"; the phrase "the full range of scientific views" was evidently taken from the so-called Santorum language, which was in fact stripped from the federal No Child Left Behind act. A subsequent provision repeated the phrase "the full range of scientific views," while adding, "including intelligent design." After its first reading, HB 1531 was referred to the House Rules and Executive Nominations Committee and then re-referred to the Ways and Means Committee, where it received a hearing on March 23, 2006, and then an unfavorable report on March 27.
House Bill 1228 would, if enacted, have required the state board of education to "prohibit the teaching or the discussion of the theory of intelligent design" in science classes and prohibit it from "requiring the teaching or discussion of the theory of intelligent design in any class." But it also would have required the board to "permit the teaching or discussion of the theory of intelligent design in humanities or philosophy classes" and moreover to develop and disseminate instructional materials for that purpose. The lead sponsor of HB 1228 was Delegate Emmett C. Burns Jr. (D-District 10), who was subsequently the sole sponsor of HB 1531. After its first reading, HB 1228 was referred to the Ways and Means Committee, where it received a hearing on March 7, 2006, and then an unfavorable report on April 10.
Coverage of these bills in the Maryland media was scant, with the exception of Ben McIlwain's op-ed for the University of Maryland's The Diamondback (March 28, 2006).
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What are they afraid of?
I have no problem with Intelligent Design being taught in school... in a comparitive religion class, not in a science class.
I don't see why this is limited to evolution - there are a lot of other technical areas where we rely on so called experts - why don't we let people vote on how to do air traffic control or battle plans for the marines? People have rights, you know!
"What are they afraid of?"
Who says they're afraid of anything? Seems to me that they just didn't pass these bills. I don't see how that indicates fear on anyone's part. Do you have any idea how many bills are introduced and not passed or even acted on in a given session?
Maryland has far more significant problems.
Possibly the dilution of real science by pseudo-scientific calptrap?
Welcome!
The National Center for Science Education (NCSE) defends the teaching of evolution in public schools. We are a nationally-recognized clearinghouse for information and advice to keep evolution in the science classroom and "scientific creationism" out.
Translation: "Evolution IS science! So, like it or lump it! No other theories will be permitted in our schools! Our children must never be exposed to any alternatives! And that's the SCIENTIFIC WAY!"
That is, in fact, the basic principle of the Evolutionists, as we have seen on numerous threads. "I'm a scientist, and you're a creep, so shut up!"
Or, "Darwin is SCIENCE, period, no others need apply, and we'll use the ACLU to take you to court before a liberal activist judge if you even TRY to question it."
LOL. Sasquatch, UFOs, ADC [after-death communication], Cities on Mars.
Considering that macroevolution is a matter of faith, perhaps it should be taught in a comparative religion class as well.
Equal time for phlogiston!
Um, pretty much, yeah. So? It's called reality. Get some.
Says who? ahhh
On a few of these threads, I've seen comments bemoaning the erosion of interest among American students in studying the sciences, and blaming the intelligent design movement for this erosion. Perhaps the fault actually lies with the Na. Center for Science Education. If, indeed, there is a dimunition of interest in the sciences among American students, perhaps it's because Eugenie Scott's group is doing a crappy job.
Its fear, they know a normal person will reject their phony "science"(Their Church of Darwinism). I have never believed it
Does intelligent design follow the scientific method? No? Then it isn't science and shouldn't be taught in science class.
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