[Taxacom] South Dakota Senate Bill (SB) 55

John Grehan calabar.john at gmail.com
Thu Jan 26 12:13:49 CST 2017


Agreed - ID is no more within the realm of science than the atheism spouted
by various scientists (who receive attention because of their science and
try to engage science as the unpaid mercenary of atheism - Dawkins et.

John Grehan

On Thu, Jan 26, 2017 at 1:02 PM, Luis Ruedas <ruedas at pdx.edu> wrote:

> In what universe is ID "scientific?"  Last time it was brought up in
> court (Kitzmiller v. Dover Area School District; see below) the judge ruled
> (in a decision that makes for compelling reading) that "ID cannot uncouple
> itself from its creationist, and thus religious, antecedents" and further,
> that ID "is not science and cannot be adjudged a valid, accepted scientific
> theory as it has failed to publish in peer-reviewed journals, engage in
> research and testing, and gain acceptance in the scientific community".
>
> Now granted, "alternative facts" may warrant reconsideration, but until
> then science shall remain science.
>
> I hope.
>
>
>
> Excerpts from the conclusion (my emphasis):
>
> The citizens of the Dover area were poorly served by the members of the
> Board who voted for the ID Policy. It is ironic that several of these
> individuals, who so staunchly and proudly touted their religious
> convictions in public, would time and again lie to cover their tracks and
> disguise the real purpose behind the ID Policy.
>
> With that said, we do not question that many of the leading advocates of ID
> have bona fide and deeply held beliefs which drive their scholarly
> endeavors. Nor do we controvert that ID should continue to be studied,
> debated, and discussed. As stated, our conclusion today is that it is
> unconstitutional to teach ID as an alternative to evolution in a public
> school science classroom. Those who disagree with our holding will likely
> mark it as the product of an activist judge. If so, they will have erred as
> this is manifestly not an activist Court.
>
> Rather, this case came to us as the result of the activism of an
> ill-informed faction on a school board, aided by a national public interest
> law firm eager to find a constitutional test case on ID, who in combination
> drove the Board to adopt animprudent and ultimately unconstitutional
> policy. *The breathtaking inanity of the Board’s decision is evident when
> considered against the factual backdrop which has now been fully revealed
> through this trial. *The students, parents, and teachers of the Dover Area
> School District deserved better than to be dragged into this legal
> maelstrom, with its resulting utter waste of monetary and personal
> resources. To preserve the separation of church and state mandated by the
> Establishment Clause of the First Amendment to the United States
> Constitution, and Art. I, § 3 of the Pennsylvania Constitution, we will
> enter an order permanently enjoining Defendants from maintaining the ID
> Policy in any school within the Dover Area School District, from requiring
> teachers to denigrate or disparage the scientific theory of evolution, and
> from requiring teachers to refer to a religious, alternative theory known
> as ID. We will also issue a declaratory judgment that Plaintiffs’ rights
> under the Constitutions of the United States and the Commonwealth of
> Pennsylvania have been violated by Defendants’ actions. Defendants’ actions
> in violation of Plaintiffs’ civil rights as guaranteed to them by the
> Constitution of the United States and 42 U.S.C. § 1983 subject Defendants
> to liability with respect to injunctive and declaratory relief, but also
> for nominal damages and the reasonable value of Plaintiffs’ attorneys’
> services and costs incurred in vindicating Plaintiffs’ constitutional
> rights.
>
> On Thu, Jan 26, 2017 at 9:50 AM, Patrick, Brian <brpatric at dwu.edu> wrote:
>
> Dear Colleagues,
> >
> > First, apologies for any cross-postings.
> >
> > Attached is the exact wording of South Dakota Senate Bill (SB) 55, and
> > here's the text for you to read:
> >
> > "No teacher may be prohibited from helping students understand, analyze,
> > critique, or review in an objective scientific manner the strengths and
> > weaknesses of scientific information presented in courses being taught
> > which are aligned with the content standards established pursuant to
> > 13-3-48."
> >
> > The bill has already passed the South Dakota Senate and has now moved on
> > the House.
> >
> > I think that the problem arises here: "...in an objective scientific
> > manner..." because it doesn't have to be scientific, only scientific in
> > manner.  Thus, if one could argue that intelligent design/creationism is
> a
> > competing theory-be it scientific or not-that it may be used to evaluate
> > evolutionary theory if done in the very abstract and vague "scientific
> > manner."
> >
> > The inherent problem with this, at least as I see it, equates to raising
> > intelligent design/creationism/whatever-it-might-be-called-instead-of-
> creationism
> > to the level of comparison with evolution legitimizes the "competing
> > theory" as worthy of equal status.  This is exactly the sort of subtle
> > language that IDers have been trying to insert into public education.
> > Vague statements that open doors a crack at a time.
> >
> > It's dangerous and the state legislature has no business mandating the
> > minutia of education curriculum.
> >
> > Colleagues, we need your help!  Please contact as many South Dakota state
> > legislators and the South Dakota Governor's Office and encourage them to
> > reject this bill!
> >
> > Best regards, Brian
> >
> > -----------------------------------------------------------
> > L. Brian Patrick, Ph.D.
> > Associate Professor of Biology
> > Department of Biological Sciences
> > Dakota Wesleyan University
> > 1200 W. University Ave.
> > Mitchell, SD  57301  USA
> > Office:  605-995-2712
> >
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> >
> > Nurturing Nuance while Assaulting Ambiguity for 30 Years, 1987-2017.
> >
>
>
>
> --
>
> Luis A. Ruedas, Ph.D.
> Associate Professor of Biology
> Portland State University
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>
> Nurturing Nuance while Assaulting Ambiguity for 30 Years, 1987-2017.
>


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