Controversial Science Education Bill Survives House Committee

Senate Bill 393 recently grabbed attention because state and national science groups believed it would allow the teaching of quasi-science in the classroom. The Oklahoman‘s Dale Denwalt writes the bill managed to make it through committee, but not before its sponsor defended it as a protection for teachers who want to present all sides of a scientific theory.

Read The Oklahoman story here.

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  1. Vernon Woods, 14 April, 2017

    So, our school system is getting the fiscal shaft once again the state. But it looks like the state pols are more interested in wasting time on a bill which provides for any teacher to ignore and argue against accepted facts about the world when teaching students, and, further, to instill religious interpretations of those facts.

    One silly pol has actually described the basis of this ridiculous bill as ‘the teacher and student should have the right to discuss and analyze all the scientific evidence about issues like climate change or evolution, including dissenting scientific views’. Why does not this particular pol state the real reason for bills like this?

    Why can’t this gang of lawmakers stop wasting time with crap like this, and instead attempt to keep our state from going deeper down into the financial toilet?

  2. Troy Fullerton, 15 April, 2017

    While I am certainly glad that Senate Bill 393 has survived the House committee, I’m both bewildered and disillusioned that it only eked by with a 4 – 3 vote margin. REALLY FOLKS?

    It’s sobering that we now literally have to pass a state law to ensure a teacher’s prerogative (to say nothing of his or her obligation) to objectively present the body of evidence that runs counter to prevalent scientific conjecture. We seem to have no problem with doing that with literally ANYTHING else–it’s only issues such as Darwinian evolution and climate change about which nobody is supposed to engage in an honest dialogue.


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