Proposed NM Controversial Science Topics Education Bill

Questions and Answers - March 2009

1. The New Mexico Public Education Department, school district governing authorities, and school district administrators may not prohibit any teacher, when biological evolution or chemical evolution is being taught in accordance with adopted standards and curricula, from informing students about relevant scientific information regarding either the scientific strengths or scientific weaknesses pertaining to biological evolution or chemical evolution. A teacher who chooses to provide such information shall be protected from reassignment, termination, discipline or other discrimination for doing so.
2. This legislation pertains solely to the teaching of scientific information and specifically does not protect the promotion of any religion, religious doctrine, or religious belief.
3. Public school teachers may hold students accountable for knowing and understanding material taught in accordance with adopted standards and curricula about biological evolution or chemical evolution, but they may not penalize a student in any way because that student subscribes to a particular position on biological evolution or chemical evolution.

"Scientific information" means information derived from observation, experimentation and analyses regarding various aspects of the natural world conducted to determine the nature of or principles behind the aspects being studied. "Scientific information" does not include information derived from religious or philosophical writings, beliefs or doctrines; however, "scientific information" may have religious or philosophical implications and still be scientific in nature.

Questions About the Need for Legislation

Why is this legislation necessary?

Teaching the theory of neo-Darwinian evolution raises controversy. The controversy is deeply rooted because the question of where we came from is fundamental to the question of who we are. Neo-Darwinian theory is opposed to the deeply held beliefs of many people. Because the theory is controversial, the scientific evidence should be taught objectively with both the strengths and weaknesses explained to students.

The question of whether or not teachers (and school districts) are permitted to discuss scientific information about both strengths and weaknesses of neo-Darwinian theory has not been resolved in the courts or by legislation. NM Science Standards call for critical analysis, but some teachers are reluctant to provide critical analysis in the areas of biological and chemical evolution because they are misinformed about what they can teach, discouraged by "experts" with dogmatic points of view, and intimidated by threats of litigation. (For example, Rio Rancho Public Schools received threats of litigation after adopting science education policy 401.) The legislation would affirm that a teacher is permitted to present both scientific strengths and weaknesses of the neo- Darwinian theory and give a degree of protection for doing so.

Many students hold beliefs about biological origins that are different than those taught in the classroom and feel that they must compromise their deeply held beliefs when taking tests, writing papers, or participating in discussions about biological origins. Students need the assurance that they may make up their own minds and hold their own views about biological origins without penalty.

Scientific discussion about a theory's strengths and weaknesses will promote critical thinking, is good and realistic science, and follows sound educational principles. The ability to critically evaluate scientific information, in all areas, is essential to a solid understanding of science, applying it in new and creative ways, and upholding its integrity.

The legislature should not legislate curriculum content, nor should it micromanage education; however, the legislature has the responsibility to give guidance through legislation on issues that are at a high level of policy such as those concerning the intellectual rights and freedom of students.

Who wants both strengths and weaknesses of Darwin's theory to be taught?

A Zogby poll asked parents of K-12 students in New Mexico and voters in the U.S. to identify the statement that comes closest to their own opinion.

Isn't this legislation unnecessary since New Mexico Science Standards already allow biological origins theories to be critically evaluated?

New Mexico Science Content Standards are excellent and are among the best in the nation. For example, Strand II, Benchmark II, Performance Standard 9 calls for a critical analysis of evolution ("species living on Earth today are related by descent from the ancestral one-celled organisms"). This is an excellent standard; however, the Science Content Standards are revised periodically. The proposed legislation will help preserve the Standards' current quality by promoting retention of the critical analysis standard.

Requirements for student knowledge mandated by our Science Content Standards are often ignored in the area of biological origins. The legislation would ensure that science teachers are unencumbered by an educational philosophy that protects evolution from reasonable scientific
critique.