New Mexicans for Science and Reason

presents

Evolution of Creationist Legislation in the New Mexico Legislature

by Dave Thomas : nmsrdaveATswcp.com (Help fight SPAM!  Please replace the AT with an @ )

Albuquerque Rep. Thomas Anderson (R-29) says he wrote the "PROTECTION FROM CERTAIN SCIENTIFIC TOPICS" Bill (HB302).

See Steve Terrell's Feb. 8th story in the Santa Fe New Mexican: "Anderson said he'd heard that accusation, but says the bill is his own."

Then, Anderson said his bill has been "hijacked" by creationists, and that he doesn't know anything about IDNet-New Mexico, and their full page ad in Monday's Journal: "My bill has been hijacked by people who want to talk about religious issues."
Read Sponsor: Bill Is About Teachers, Not Creationism" by Dan Boyd in the Wednesday, Feb. 16th Albuquerque Journal

Either Anderson has been totally hoodwinked by the Intelligent Design Network of New Mexico, or he is being "disingenuous," to say the least!

An Albuquerque teacher writes NMSR "My own take on this is that if a student handed in a paper that he claimed was his own, and I later found out that it was nearly identical to another person's work, I would give the student a zero for plagiarism."

This page shows the Real Evolution of House Bill 302, starting with the Discovery Institute's "Model Academic Freedom Bill" (2007), and progressing through the New Mexico Legislature in a series of failed legislation and undeniable "missing links" (Steven Komadina's SJM 9, 2007; "Dub" Williams HB 506, 2007; and Kent Cravens' SB 433, 2009).

The fingerprints of the Discovery Institute and IDnet-NM are all over the entire series of bills. The changes between Anderson's House Bill 302 (introduced Feb. 2nd, 2011) and IDNet-NM/OriginsEducation's September 28th draft of the bill, written five months before Anderson was involved with this bill at all, are minimal.

Colors are used to highlight the main points of this evolving bill.

KEY: COMMON THEMES IN THE EVOLUTION OF CREATIONIST LEGISLATION IN NEW MEXICO
Color-Coded for your Convenience!
Can't prohibit teachers from informing students about strengths and weaknesses of scientific topics.
Doesn't promote any religion, religious doctrine or religious belief
Students will know and understand material,
but can not be penalized for not subscribing to the controversial topic being taught.

"Biological Origins" and other controversial scientific topics.
"Scientific Information", Observation, Experimentation, Analysis, Etc.
'Scientific Information' may have religious or philosophical implications, or harmonize with religious tenets

Discovery Institute's "Model Bill":
http://www.academicfreedompetition.com/freedom.php
MODEL ACADEMIC FREEDOM STATUTE ON EVOLUTION [version: 9/7/2007]
SYNOPSIS: Existing law does not expressly provide a right nor does it expressly protect tenure and employment for a public school teacher or teacher at an institution of higher education for presenting scientific information pertaining to the full range of scientific views regarding biological and chemical evolution. In addition, students are not expressly provided a right to positions on views regarding biological and chemical evolution. This bill would expressly provide rights and protection for teachers concerning scientific presentations on views regarding biological and chemical evolution and students concerning their positions on views regarding biological and chemical evolution.
    A BILL TO BE ENTITLED AN ACT
  • Providing teacher rights and protection for a public school teacher or a teacher at an institution of higher education to present scientific information pertaining to the full range of scientific views regarding biological and chemical evolution in applicable curricula or in a course of learning; providing employment and tenure protection and protection against discrimination for any public school teacher or teacher at a public institution of higher education related to the presentation of such information; and providing student protection for subscribing to a particular position on views regarding biological or chemical evolution.
  • BE IT ENACTED BY ____________:
  • Section 1. This law shall be known as the "Academic Freedom Act."
  • Section 2. The Legislature finds that existing law does not expressly protect the right of teachers identified by the United States Supreme Court in Edwards v. Aguillard to present scientific critiques of prevailing scientific theories. The Legislature further finds that existing law does not expressly protect the right of students to hold a position on views regarding biological or chemical evolution. The Legislature further finds that the topic of evolution has generated intense controversy, lawsuits and threats of lawsuits, where some lower courts such as Kitzmiller et al. v. Dover Area School Board, have created confusion about the rights of teachers and students to hold differing views about scientific controversies and express those views without fear of adverse employment or academic consequences. Finally, the Legislature finds that school districts and school administrators should not bear the primary burden of defending the academic freedom of teachers and students to discuss the topics of biological or chemical evolution. It is the intent of the Legislature that this act expressly protects those rights.
  • Section 3. Every K-12 public school teacher or teacher or instructor in any two-year or four-year public institution of higher education, or in any graduate or adult program thereof, in the State of ______________, shall have the affirmative right and freedom to present scientific information pertaining to the full range of scientific views regarding biological and chemical evolution.
  • Section 4. No K-12 public school teacher or teacher or instructor in any two-year or four-year public institution of higher education, or in any graduate or adult program thereof, in the State of ___________, shall be terminated, disciplined, denied tenure, or otherwise discriminated against for presenting scientific information pertaining to the full range of scientific views regarding biological or chemical evolution in any curricula or course of learning, provided, with respect to K-12 teachers, the [insert official title of state’s science standards] has been taught as appropriate to the grade and subject assignment.
  • Section 5. Students may be evaluated based upon their understanding of course materials, but no student in any public school or institution of higher education shall be penalized in any way because he or she may subscribe to a particular position on any views regarding biological or chemical evolution.
  • Section 6. The rights and privileges contained in this act apply when the subject of biological or chemical origins is part of the curriculum. Nothing in this act shall be construed as requiring or encouraging any change in the state curriculum standards in K-12 public schools, nor shall any provision of this act be construed as prescribing the curricular content of any course in any two-year or four-year public institution of higher education in the state.
  • Section 7. Nothing in this act shall be construed as promoting any religious doctrine, promoting discrimination for or against a particular set of religious beliefs, or promoting discrimination for or against religion or non-religion.
  • Section 8. This act shall become effective on the first day of the third month following its passage and approval by the Governor, or its otherwise becoming law.
SENATE JOINT MEMORIAL 9
48th legislature - STATE OF NEW MEXICO - first session, 2007
INTRODUCED BY Steve Komadina
Current Location: Died (API.)
A JOINT MEMORIAL REQUESTING THAT THE PUBLIC EDUCATION DEPARTMENT ENSURE THAT TEACHERS HAVE THE RIGHT AND FREEDOM TO TEACH BIOLOGICAL ORIGINS OBJECTIVELY.
  • WHEREAS, teaching some aspects of evolutionary theory causes controversy; and
  • WHEREAS, scientific theories of biological origins have implications that can challenge or support the personal religious or philosophical beliefs of students and their parents; and
  • WHEREAS, most parents favor allowing teachers to discuss both the strengths and weaknesses of evolutionary theory when biological origins are taught; and
  • WHEREAS, many credentialed scientists challenge certain aspects of evolutionary theory; and
  • WHEREAS, existing state law does not expressly protect a teacher's right to objectively present scientific critiques of evolutionary theory; and
  • WHEREAS, existing state law does not expressly assure parents that their children will be objectively informed of scientific information relevant to biological origins; and
  • WHEREAS, existing state law does not adequately protect the rights of students to subscribe to a particular position on biological origins; and
  • WHEREAS, the trust that parents place in public education compels the legislature to take special interest in this area of public education;
  • NOW, THEREFORE, BE IT RESOLVED BY THE LEGISLATURE OF THE STATE OF NEW MEXICO that the public education department be requested to ensure that when a theory of biological origins is taught, public school teachers in New Mexico have the right and freedom to objectively inform students of any scientific information that is relevant to both the strengths and weaknesses of that theory; and
  • BE IT FURTHER RESOLVED that the public education department be requested to ensure that teachers are not reassigned, terminated, disciplined or otherwise discriminated against for objectively informing students of scientific information relevant to both the strengths and weaknesses of a theory of biological origins; and
  • BE IT FURTHER RESOLVED that the public education department be requested to ensure that students are encouraged to critically analyze scientific information and allowed the right and freedom to reach their own conclusions about biological origins; and
  • BE IT FURTHER RESOLVED that the public education department be requested to ensure that no student is penalized in any way for subscribing to a particular position on biological origins; and
  • BE IT FURTHER RESOLVED that a copy of this memorial be transmitted to the public education department for further distribution to school districts.
HOUSE BILL 506
48th legislature - STATE OF NEW MEXICO - first session, 2007
INTRODUCED BY W. C. "Dub" Williams
Current Location: Died (API.)
AN ACT
RELATING TO PUBLIC EDUCATION; PROVIDING FOR SCHOOL SCIENCE CONTENT STANDARDS AND RULES REGARDING THE TEACHING OF THEORIES OF BIOLOGICAL ORIGINS.
BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF NEW MEXICO:
    Section 1. A new section of the Public School Code is enacted to read:
    "[NEW MATERIAL] TEACHING OF BIOLOGICAL ORIGINS.--
  • A. The department shall adopt rules that:
    • (1) give teachers the right and freedom, when a theory of biological origins is taught, to objectively inform students of scientific information relevant to the strengths and weaknesses of that theory and protect teachers from reassignment, termination, discipline or other discrimination for doing so; and
    • (2) encourage students to critically analyze scientific information, give them the right and freedom to reach their own conclusions about biological origins and provide that no student shall be penalized in any way because the student subscribes to a particular position on biological origins.
  • B. For purposes of this section:
    • (1) "biological origins" means the origin, history and diversity of life and living organisms; and
    • (2) "scientific information" means information derived from observation, experimentation and analyses regarding various aspects of the material 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. Scientific information may have religious or philosophical implications and still be scientific in nature."
SENATE BILL 433
49th legislature - STATE OF NEW MEXICO - first session, 2009
INTRODUCED BY Kent L. Cravens
Current Location: Died (API.)
AN ACT
RELATING TO PUBLIC EDUCATION; REQUIRING PUBLIC SCHOOLS TO ALLOW TEACHERS TO TEACH ALL RELEVANT SCIENTIFIC INFORMATION WHEN TEACHING THEORIES OF BIOLOGICAL ORIGINS.
BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF NEW MEXICO:
    Section 1. A new section of the Public School Code is enacted to read:
    "[NEW MATERIAL] TEACHING OF BIOLOGICAL ORIGINS.--
  • A. The department, school district governing authorities and school administrators shall 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.
  • B. This section pertains solely to the teaching of scientific information and specifically does not protect the promotion of any religion, religious doctrine or religious belief.
  • C. 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 shall not penalize a student in any way because that student subscribes to a particular position on biological evolution or chemical evolution.
  • D. For purposes of this section, "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; provided, however, that "scientific information" may have religious or philosophical implications and still be scientific in nature."
Origins Education, a pro-Intelligent Design Website
SENATE BILL ___ HOUSE BILL ___
50th legislature - STATE OF NEW MEXICO - first session, 2011
INTRODUCED BY
__________________ in the Senate and __________________ In the House
Draft 09/28/2010
(Taken down on Feb. 2nd, 2011, concurrent with introduction of HB0302)
AN ACT
RELATING TO PUBLIC EDUCATION; PROVIDING FOR PROTECTION OF TEACHERS AND STUDENTS REGARDING THE TEACHING OF CONTROVERSIAL SCIENTIFIC TOPICS.
BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF NEW MEXICO:
    SECTION 1. A new section of the Public School Code is enacted to read:
    "[NEW MATERIAL] TEACHING OF CONTROVERSIAL SCIENTIFIC TOPICS.--
  • A. The New Mexico Public Education Department, school district governing authorities, and school district administrators shall not prohibit any teacher, when a controversial topic in science 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 that topic. Controversial topics in science include but are not limited to biological origins, biological evolution, causes of climate change, and human cloning. A teacher who chooses to provide such information shall be protected from reassignment, termination, discipline or other discrimination for doing so.
  • B. This section only protects the teaching of scientific information and specifically does not protect the promotion of any religion, religious doctrine, or religious belief.
  • C. Public school teachers may hold students accountable for knowing and understanding material taught in accordance with adopted standards and curricula, but they shall not penalize a student in any way because that student subscribes to a particular position on the controversial topic in science being taught.
  • D. For purposes of this section "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" is not excluded from this definition simply because it coincides or harmonizes with the tenets of some or all religious beliefs or doctrines. This definition would exclude information tailored from religious writings, beliefs or doctrines.
HB 302
PROTECTION FROM CERTAIN SCIENTIFIC TOPICS
Sponsor: Thomas A. Anderson
2011 Regular Session
Current Location: House Education Committee
Actions: (Key to Abbreviations)
[10] HEC/HJC-HEC
AN ACT
RELATING TO PUBLIC EDUCATION; PROVIDING FOR PROTECTION OF TEACHERS AND STUDENTS REGARDING THE TEACHING OF CONTROVERSIAL SCIENTIFIC TOPICS.
BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF NEW MEXICO:
    SECTION 1. A new section of the Public School Code is enacted to read:
    "[NEW MATERIAL] TEACHING OF CONTROVERSIAL SCIENTIFIC TOPICS.--
  • A. The department, school district governing authorities and school administrators shall not prohibit any teacher, when a controversial scientific topic 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 that topic. A teacher who chooses to provide such information shall be protected from reassignment, termination, discipline or other discrimination for doing so.
  • B. This section only protects the teaching of scientific information and specifically does not protect the promotion of any religion, religious doctrine or religious belief.
  • C. Public school teachers may hold students accountable for knowing and understanding material taught in accordance with adopted standards and curricula, but public school teachers shall not penalize a student in any way because that student subscribes to a particular position on the controversial scientific topic being taught.
  • D. For purposes of this section:
    • (1)"controversial scientific topic" includes biological origins, biological evolution, causes of climate change, human cloning and other scientific topics that are often viewed by society as controversial; and
    • (2) "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" may include information that coincides or harmonizes with religious tenets, but does not include information derived from religious writings, beliefs or doctrines."

Last Update: Feb. 17th, 2011

MAIN PAGE, Creationist Legislation, New Mexico Legislature, 2011 60-day Session.

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