Resolution Against So-Called Academic Freedom Bills that Undermine the Accurate Teaching of Evolution
Whereas, biological evolution is a fundamental underpinning of modern biological thought and research and is not the subject of controversy among scientists; and
Whereas, the unfettered teaching of evolution in public schools has been under attack since the early part of the twentieth century, and before; and
Whereas, the Supreme Court further declared in Edwards v. Aguillard that requirements to teach creation science in schools as an alternative to evolution are unconstitutional; and
Whereas, [a federal court] further declared in Kitzmiller v. Dover that requirements to teach intelligent design in schools as an alternative to evolution are unconstitutional; and
Whereas, a strategy to teach creationism, intelligent design, or evolution denial into public science classrooms has emerged with the passage of laws intended to teach these theories as science under the guise of protecting academic freedom in the classroom; and
Whereas, these laws may include misleading provisions, such as to teach “the full range of scientific views regarding biological and chemical evolution,” and offers students “protection for subscribing to a particular position on views regarding biological or chemical evolution,” (Discovery Institute, Model Academic Freedom Statute on Evolution, 2007); and
Whereas, these laws may include misleading provisions, such as to help students develop “critical thinking skills” on “controversial issues,” and direct teachers to discuss “the scientific strengths and scientific weaknesses of existing scientific theories,” (Louisiana Science Education Act, 2008); and
Whereas, AFT-Oregon believes that Oregon teachers already endeavor “to create an environment within public elementary and secondary schools that encourages students to explore scientific questions, learn about scientific evidence, develop critical thinking skills, and respond appropriately and respectfully to differences of opinion about scientific subjects,” (Tennessee HB 268/SB 893) and indeed all subjects within their curricula; and
Whereas, over 50 of these bills have been introduced in 13 state legislatures since 2004, and more have already been introduced in 2013 than in all of 2012; and
Whereas, two of these bills (Louisiana SB 561/733 in 2008 and Tennessee HB 368 in 2011) have become law in their respective states; and
Whereas, the American Association of University Professors says of these bills: “Such efforts run counter to the overwhelming scientific consensus regarding evolution and are inconsistent with a proper understanding of the meaning of academic freedom;” and
Whereas, the National Center for Science Education declares: “Teachers have no freedom to misinform and miseducate students. It is scientifically inappropriate and educationally irresponsible to present [intelligent design] under its own name or in any guise as scientifically credible. And it is unconstitutional to do so in the public schools;” now
Therefore Be It Resolved, that AFT-Oregon encourages and expects Oregon’s science teachers, in presenting evolution and other topics, to understand, respect, and communicate the consensus of the scientific community, in order to present the science curriculum effectively to their students; and
Be It Further Resolved, that AFT-Oregon will be on alert for, and opposed to, bills at the state or federal level that attempt to use the guise of academic freedom as a means of introducing creationism, intelligent design, or evolution denial into science classrooms; and
Be It Further Resolved, that, as adopted and suitably edited, this resolution will be forwarded to the AFT national convention for consideration.