Statements on Teaching Evolution
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Intelligent design is not a scientific discipline and should not be taught as part of the K-12 science curriculum. Intelligent design has neither the substantial research base, nor the testable hypotheses as a scientific discipline. There are at least 70 resolutions from a broad array of scientific societies and institutions that are united on this matter. | Intelligent design is not a scientific discipline and should not be taught as part of the K-12 science curriculum. Intelligent design has neither the substantial research base, nor the testable hypotheses as a scientific discipline. There are at least 70 resolutions from a broad array of scientific societies and institutions that are united on this matter. | ||
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| + | === Association for Women Geoscientists === | ||
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| + | From the AWG's [http://www.awg.org/about/evolution.html "Policy Paper on Science Curricula and the Teaching of Evolution in K-12 Classrooms"], the following resolution in its entirety: | ||
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| + | The Association for Women Geoscientists supports the teaching of evolution in the science curriculum and urges the separation of science from religious teaching in public school's science curricula. We believe that all students should be taught the method and principles of modern science, including the method of hypothesis testing by observation, data collection, experimentation, and the difference between scientific theory and hypothesis. Any hypothesis that is not subject to testing, or does not arise from observation and repeatable data, cannot be considered science. | ||
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| + | To do otherwise puts students at a disadvantage in understanding and appreciating the wonder of our Earth, as well as in their pursuit of higher education and careers in science. | ||
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| + | Passed by the AWG Board of Directors on April 25th, 1998. | ||
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