Bill would protect teachers who teach creationism

A Billings legislator has reintroduced a bill that would encourage high school teachers to present evolutionary biology as disputed theory rather than sound science and protect those who teach viewpoints like creationism in the classroom.

House Bill 321 is drafted by Republican Clayton Fiscus, who put forward a nearly identical bill in 2013 to “emphasize critical thinking” with regard to controversial scientific theories on the origin of life.

The supposed controversy doesn’t exist among scientists, say advocates and educators.

“It’s all bunk,” said Glenn Branch, deputy director for the National Center for Science Education based in Oakland, Calif. “[Fiscus] thinks that these whole fields are scientifically controversial, and that’s not true.”

There is nothing controversial about the biology of evolution, he said. “There are controversies within biological evolution.”

Fiscus’ bill does not mention alternative theories by name, but states that teachers “must be permitted” to help students review the strengths and weaknesses of existing scientific theories.

Branch said the “anti-evolution” law would mean teachers who elevate fringe ideas couldn’t be held accountable by principals and superintendents.

“It’s inviting the teachers to go rogue,” he said.

Fiscus, who represents HD 43 in the Billings Heights, did not respond to requests for comment. But in the taped 2013 committee hearing, Fiscus said his bill would protect academic freedom, not attack science.

“What we want to emphasize is critical thinking,” he said. “It’s no different than being on the farm. When you’re raising animals, you gotta think, you gotta do.”

“There’s no boogeyman in this bill,” he said.

Fiscus appeared to express personal skepticism toward accepted science during the hearing, however.

During his concluding remarks, he said evolutionary history involves “a monumental leap” and said the U.S. suffers from “global warming creep.”

“And that’s going to be in the schools,” he added.

Fiscus also sought to illustrate the progression of human knowledge, saying that “we’re getting smarter faster than we ever did before.”

“Seven hundred years ago, there was critical thinking,” he said. “Everyone was looking around, and the world was flat at that time. Then about three or four hundred years later, Columbus proved it was round.”

The idea that the explorer Christopher Columbus, who reached the Americas in 1492, disproved flat Earth theories is a well-documented myth.

Branch said the way HB321 is drafted would allow teachers to espouse virtually any belief as scientifically valid, from herbal medicine to geocentric theories of the universe.

“There’s nothing ruling that out of this bill,” he said.

A 2004 U.S. District Court case involving schools in Dover, Penn., ruled that a policy requiring intelligent design be taught as an alternative to evolution violates the Establishment Clause of the First Amendment.

One in eight high school biology teachers said in a 2007 survey that they include creationism as a valid scientific alternative to Darwinian evolution.

Craig Beals, a Billings science teacher and the 2015 Montana Teacher of the Year, isn’t one of them.

“The topics have long been debated not because scientists disagree but because the topics don’t always agree with people’s beliefs,” he wrote in an email.

Beals said he doesn’t shy away from evolution, climate change or the Big Bang in his classes. Nor does he discourage students from expressing their opinions.

“The discussions and debates allow students to showcase their opinions and allow students to hear alternate ideas from classmates.

“And, because I teach chemistry and biology, we always conclude with the latest accepted scientific findings in order to separate opinion from science,” Beals wrote.

A hearing for HB321 has not been scheduled.