From AAAS’s ScienceInsider we learn: “Bill Allowing Teachers to Challenge Evolution Passes Tennessee House” (Sara Reardon, 7 April 2011):
If the bill passes, Tennessee would join Louisiana as the second state to have specific “protection” for the teaching of evolution in the classroom. The effects of the Louisiana law, which passed in 2008, are still unclear.
The bill allows teachers to
“help students understand, analyze, critique, and review in an objective manner the scientific strengths and scientific weaknesses of existing scientific theories covered in the course being taught,” namely, “biological evolution, the chemical origins of life, global warming, and human cloning.”
Mediocrats are appalled: “Asserting that there are significant scientific controversies about the overall nature of these concepts when there are none will only confuse students, not enlighten them.”