Who Could Argue with Teaching Good Science?
by John D. Morris, Ph.D.
Earlier this year House Bill 481 was submitted to the Ohio State Assembly. The bill addresses the issue of teaching "origins science" in the Ohio public schools. The carefully crafted bill scrupulously follows the intent of recent Supreme Court decisions and attempts to implement the 2002 U.S. Education Bill, specifically its Santorum Amendment.
Quoting directly from HB 481:
It is the intent of the general assembly that to enhance the effectiveness of science education and to promote academic freedom and the neutrality of state government with respect to teachings that touch religious and non-religious beliefs, it is necessary and desirable that "origins science," which seeks to explain the origins of life and its diversity, be conducted and taught objectively and without religious, naturalistic, or philosophic bias or assumption. To further this intent, the instructional program provided by any school district or educational service center shall do all of the following:
(A) Encourage the presentation of scientific evidence regarding the origins of life and its diversity objectively and without religious, nat-uralistic, or philosophic bias or assumption;
(B) Require that whenever explanations regarding the origins of life are presented, appropriate explanation and disclosure shall be provided regarding the historical nature of origins science and the use of any material assumption which may have provided a basis for the explanation being presented;
(C) Encourage the development of curriculum that will help students think critically, understand the full range of scientific views that exist regarding the origins of life, and understand why origins science may generate controversy.
Those who follow the creation/evolution controversy will not be surprised that this bill has generated much criticism and opposition. Nor will they be surprised at the list of insecure evolution proponents involved, for the same names crop up at every opportunity, fighting to maintain their total monopoly on evolution teaching and propaganda in the schools.
However, a growing number of legislators as well as the people of America are recognizing that evolution is really the anti-Christian religion of naturalism, and that its vocal adherents behave more like Darwinian evangelists than scientists. By insisting on false evolutionary arguments being included in the textbooks and excluding even that scientific evidence which doesn't fit evolution, they expose their baseless bias.
Note that the bill does not mandate teaching either scientific or Biblical creation—it only seeks honest, healthful science. It removes religion from the schools, for dogmatic exclusive evolution teaching is religious teaching.
The high priests and priestesses of evolution have everything to lose and nothing to gain by returning to good science. The classroom would no longer be their pulpit. And that's why they oppose HB 481! And that's why creationists need to support it!
Cite this article: John D. Morris, Ph.D. 2002. Who Could Argue with Teaching Good Science?. Acts & Facts. 31 (10).