Ohio Academy of Science

WHEREAS, it is a responsibility of the Ohio Academy of Science to preserve the integrity of science; and

WHEREAS, science is a systematic method of continuing investigation, based on observation, hypothesis testing, measurement, experimentation, and theory building, which leads to more adequate explanations of natural phenomena, explanations that are open to further testing, revision, and falsification, and while not "believed in" through faith may be accepted or rejected on the basis of evidence; and

WHEREAS, the theory of evolution, as presently defined, fully satisfies these criteria, especially when its teaching considers the remaining debates concerning its detailed mechanisms; and

WHEREAS, the Academy respects the right of people to hold diverse beliefs about creation that do not come within the definitions of science; and

WHEREAS, some Creationist groups are intent on imposing religious beliefs disguised as science upon teachers and students to the detriment and distortion of public education in the United States;

THEREFORE, BE IT RESOLVED that because "Creation Science" and "Intelligent Design" have no scientific validity, they should not be taught as science, and further that the OAS views legislation requiring such religious views to be taught in public schools, as though these were legitimate arguments against evolution that should be included as part of a so-called balanced treatment approach, to be a real and present threat to the integrity of education and the teaching of science; and

BE IT FURTHER RESOLVED that the OAS urges citizens, educational authorities, and legislators to oppose the compulsory inclusion in the curricula, the state competencies or profici, ency tests for science education of religious beliefs that are not amenable to the process of scrutiny, testing, and revision that is indispensable to science.

BE IT FURTHER RESOLVED that the OAS urges citizens, educational authorities, and legislators to include, explicitly, cosmic, geological and biological evolution in the curricula, state competencies and proficiency tests for science education.

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