Edwards v. Aguillard: Some Questions

The question to think about when thinking about evolution in the public schools is to ask yourself why is this issue so important to both sides of the controversy?

What is at stake in the outcome of this issue? Is it:

God exists therefore? vs. God does not exist therefore?

Or is it competing views of the nature of God?

Should public schools be involved in resolving these kinds of questions? If so, should the government educators take sides? Or merely acknowledge the existence of the controversy and the competing views?

Just some things to think about.

Now consider the following post from Religion Clause blog on proposed recent legislation:

The National Center for Science Education reports that the first anti-evolution bill to be introduced in a legislature in 2009 is Oklahoma's proposed Scientific Education and Academic Freedom Act (SB 320). The NCSE posting also sets out the full text of the bill which provides in part:

educational authorities in this state shall ... endeavor to assist teachers to find more effective ways to present the science curriculum where it addresses scientific controversies. Toward this end, 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....

It also provides that:

Students may be evaluated based upon their understanding of course materials, but no student in any public school or institution shall be penalized in any way because the student may subscribe to a particular position on scientific theories.

This act only protects the teaching of scientific information, and this act shall not be construed to promote any religious or non-religious doctrine, promote discrimination for or against a particular set of religious beliefs or non-beliefs, or promote discrimination for or against religion or non-religion.

Does this proposed law violate the EC?