That is exactly what the
Science Framework for California Public Schools Kindergarten Through Grade Twelve (1990) stated on page 206 in the
Anti-Dogmatism Statement:
quote:
State Board of Education Policy on the Teaching of Natural Sciences, adopted 13 Jan 1989 [emphasized in original]:
quote:
Nothing in science or in any other field of knowledge shall be taught dogmatically. A dogma is a system of beliefs that is not subject to scientific test and refutation. Compelling belief is inconsistent with the goal of education; the goal is to encourage understanding.
Later, the Framework makes this statement:
quote:
We repeat here the fundamental conviction of this framework: Education does not compel belief; it seeks to encourage understanding. Nothing in science, or in any other field, should be taught dogmatically. But teaching about something does not constitute advancing it as truth. In science, there is no truth. There is only knowledge that tests itself and builds on itself constantly. This is the message that students should take away with them.
In stark contrast, when "creation science" with its "balanced treatment" approach has been used, it instead
does try to compel belief. After having misinformed the student, it repeatedly urges the student to choose, based on that misinformation, between the Creator and "godless evolution". Not only is that inconsistent with the goals of education, but it also works against those goals. All that "balanced treatment" is trying to do is to proselytize. Furthermore, the principal tools in that proselytizing is the use of false claims and deception. And one of the effects of "balanced treatment" has been to turn some of those students into atheists (eg,
Ray Baird's elementary grade classes, Livermore, CA, 1981).