Religious Viewpoints Antidiscrimination Act

[Steven Jamar]

On Mon, Mar 3, 2008 at 12:21 PM, Gibbens, Daniel G. <dgibbens at ou.edu> wrote:

>  I understand public schools legislation with this label was passed in
> Texas last year that includes provisions that are ambiguous as well as some
> protected by Supreme Court decisions (implying otherwise).  If nothing else,
> it at least provides students a "nose in the door" for the intelligent
> design promoters.  My understanding is that in spite of Kitzmiller, the
> promoters have not lost their zest or ingenuity.  Accordingly, my thinking
> that legislation with the following aspects is needed and appropriate (and
> of course comment is invited):
>
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> (1) Given the now known time span, i.e., millions/billions of years,
> evolution and big bang theories are scientifically supported descriptions of
> the process of development of the myriad life forms and the process of
> development of the vast physical cosmos.  But science gives no clue about
> the origins of either life or cosmos.
>

This is quite wrong.  Science gives clues about both.  There are various
plausible and internally consistent explanations.  But unlike post-big-bang
and post-arising-of-life, the explanations are more varied and speculative.
This is quit different, I think, from saying "no clue".

>
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> (2)  In science courses, it should also make clear what has scientific
> support, and what does not (acknowledging that among scientists, agreement
> is tenuous about the meaning of "science").  Thus, in addition to teaching
> evolution and big bang theories, where there is focus on the development
> processes -– it should also be taught that zero scientifically supported
> explanations exist about the beginnings of life forms (some accidental
> "spark"?) or of the physical cosmos (where did the initial mass/energy come
> from?).  In this context, there should be recognition that scientific
> knowledge continues to expand, e.g., medical science, astronomy, but still
> provides no clue about beginnings.
>

See above.  And learn about string theory and brane theory and  the various
pathways for life to develop. And the recent advances in the lab.

>
>
> (3)  In non-science courses such as history, literature, and social
> studies, public school teachers may present information about religion,
> about differences between religious sects, and about religion-based views on
> the origin and development processes of life forms and of physical matter,
> including intelligent design theory.  Of course, such teaching must treat
> religion and religious views as neither truth nor as ignorance, nor promote
> religion generally nor any particular set of religious beliefs, nor promote
> any negative views about religion.  Also, essential is encouragement of
> our ubiquitous curiosity about beginnings (what are we doing here anyway?).
> Perhaps some emphasis might be given to where the science-based theories and
> intelligent design are consistent: for example, intelligent design, albeit
> non-scientific, presents a rational explanation of how the origins occurred
> (for every effect there must be a cause).
>

Can't present that as rational, unless you are using a variant of rational,
which may be ok.  If you were going to inquire as to beginnings in such
courses, should they not also be required to include the various scientific
explanations?  Even if speculative and based on belief?  Also,  while it may
be rational to infer that causes exist for observed effects, it is not
rational to therefore posit that one particular cause is right or supported
-- or that there is only one cause  -- the divine watchmaker fallacy is just
that--specious.

If you are going to do creation stories, you should include the Hopi, the
various Hindu stories, Buddhist, Celtic, Norse, Inanna, various African
stories, and all sorts of others, right?  They are all just as rational as
any other, from a constitutional perspective, I think.



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-- 
Prof. Steven Jamar
Howard University School of Law
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