How much space in the text book was given to "Lucy"?
Generally, artifacts are never "perfect" examples of evidence. All of them will have potential for interpretation based on "pros and cons", and whether that artifact supports or contradicts a particular theory is based on examining the entire body of evidence that artifact presents, weighing the "pros and cons" on both sides and determining if that body of evidence, considered as a whole, does more to support or contradict that theory.
You can build a compelling case for or against just about any theory based on evidence from artifacts by using every possible interpretation of the data from either side - pro or con - and disregarding the possible interpretations of the same data from the other side.
In order to make a fair assesment of whether the infomation you've provided should have been included I need to know what all the information is, and exactly how much was included in those text books.
If the entire body of evidence overwhelmingly points to Lucy having walked upright and there are very few possible interpertations of the evidence that contradict that conclusion, the claims of bias are suspect.
I just gave you the evidence against Lucy; and from top of the line Evo's. There is no evidence in any government school text against Lucy; you show me if there is.
I had hope that you were different in that you would acknowledge at the very least that "Lucy" should not be presented as evidence of evolution but apparently you cannot handle the truth.
Till you can handle it, goodbye.
That's totally irrelevant. If they teach it wrong, they teach it wrong.
It's not OK if there's only a *little* space addressing it and not OK if there's a lot.
That's situational ethics and just a justification to excuse it.
Go look it up for yourself instead of making unreasonable demands for information that you'll never be satisfied with.
Cause if there's one thing I've learned about evos, and you're one of the worst offenders, is that they will demand, demand, demand information and always demand more because no matter how much is provided, it's never good enough for an evo.
Who appointed you king of the world that you think that everyone has to answer to you and you think you get to dictate what others can do? We don't need, or want, your approval, or control.
If the parents want creation and ID taught in public schools along with evolution, they should have it.
If the textbooks contain errors, they should be corrected, regardless of how much space is devoted to the topic.
You can build a compelling case for or against just about any theory based on evidence from artifacts by using every possible interpretation of the data from either side - pro or con - and disregarding the possible interpretations of the same data from the other side.
Which is exactly what evos do when they ignore and gloss over the difficulties and inconsistencies of the ToE and refuse to acknowledge the fraud and lies perpetrated in the name of the ToE, be it in textbooks or the lab. Evos are just about as dishonest as the AGW folks in pushing their agenda.