Having morphed from creation science to intelligent design, which were recognized by the courts as attempts to inject religion into public school science teaching, the proponents have learned to completely leave religion out of the argument and to try other tactics. Says Dr. Scott:
Actually, this is not your grandfather's creationism. We have been tracking these "Academic Freedom Act" types of bills since about 2004, and they do provide a somewhat different approach than what was going on in Dover, Pennsylvania.
The Tennessee bill is worrisome because it so carefully avoids religion; it never mentions creationism or intelligent design. The approach is to treat evolution (and global warming and the other laundry list of subjects) as "controversial subjects" that need to be singled out for special treatment in the curriculum. Teachers are directed to teach the "strengths and weaknesses" of the subjects, as if they were topics that were of questionable validity in science. They may be controversial to the general public, but they are certainly not controversial among scientists.
The careful avoidance of any reference to religion makes these bills more difficult to challenge on constitutional grounds. They also are difficult to challenge because they invoke cultural values like fairness and freedom of speech and academic freedom.Well, now. If a legislature directs teachers to teach in a certain way, how in the world is that academic freedom? Case closed.