Tag: Louisiana
Opponents of Academic Freedom on Teaching Evolution Using Outlandish Rhetoric
A modified version of the Louisiana Academic Freedom Bill moved out of the Louisiana Senate Education Committee on Thursday, following testimony from both proponents and opponents of the bill. I recently predicted that, “For the Darwinists who oppose the bill, this battle is about falsely appealing to people’s emotions and fears in order to suppress the teaching of scientific information that challenges evolution.” If you don’t believe me, consider the latest testimony from Darwinists encouraging legislators to oppose the bill yesterday before the Louisiana Senate Education Committee: Unfortunately, Senator Cassidy’s amendment seems to have passed into the revised version of the bill; however, the bill still contains good language encouraging school boards “to create and foster an environment … that Read More ›
Darwinist Objections to Louisiana Academic Freedom Bill Based (Predictably) upon Misinformation
An academic freedom bill has been submitted in the state of Louisiana, and Darwinists have been quick to claim that the bill promotes religion. Columnist James Gill followed the Darwinist talking points perfectly in his editorial in The Times-Picayune, using the fear-mongering tactic of claiming that this bill is part of a “creationist attack” and that “[t]he bill is of no conceivable benefit to anyone but Christian proselytizers.” So what exactly does this bill’s dangerous “attack” say? The language of the bill simply states that “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 pertinent to the course being taught.” The only people Read More ›
Darwinist Groups Stumbling Over Academic Freedom in Ouachita
As we recently reported, the Ouachita Parish School Board in Monroe, Louisiana, has passed a policy protecting Academic Freedom to Teach Scientific Evidence Regarding Controversial Scientific Subjects. The policy observes that “some teachers may be unsure of the district’s expectations concerning how they should present information on such subjects” and guarantees teachers the academic freedom to teach both scientific strengths and weaknesses of controversial scientific subjects: Toward this end, teachers shall be permitted to help students understand, analyze, critique, and review in an objective manner the scientific strengths and weaknesses of existing scientific theories pertinent to the course being taught. What could be less objectionable? Indeed, according to an article in the News Star in Monroe, Louisiana, a local attorney Read More ›