A scientific hypothesis is an attempt to frame a question as a testable proposition.

A scientific theory is a logical construct based on facts and hypotheses that organizes and explains a range of natural phenomena. Evoloution is nothing by a fairy tale.

Scientific theories are constantly subject to testing, modification, and refutation as new evidence and new ideas emerge. Because scientific

theories have predictive capabilities, they essentially guide further investigations. Evolution theory has NO predictive capability. We are not finding what was predicted.

From time to time natural science teachers are asked to teach content that does not meet the criteria of scientific fact, hypothesis, and theory as these terms are used in natural science and as defined in this policy. As a matter of principle, science teachers are professionally bound to limit their teaching to science and should resist pressure to do otherwise.

Nonetheless, teaching content that does not meet the criteria of scientific fact, hypothesis, and theory as these terms are used in natural science is exactly what educators do when they teach evolution.

Evolution is based, in large part, on faith, and in this sense it is no different from philosophical and religious beliefs

The public schools routinely determine as being outside the domain of science questions that, in fact, are not. Schools resist giving time in the science curriculum to religious views in fairness to and tolerance of those oposing scientific hypothesis and theories, even going so far as to claim that doing so may be unconstitutional. Ultimately, the education establishment seems unsatisfied with students merely understanding ideas,

which is the goal of education, and seem intent on forcing students to subscribe to ideas as well. Hence, we offer this alternative.

Philosophy of Science Education

While on the one hand, the education establishment states that the domain of the natural sciences is the natural world and that science is limited by its tools—observable facts and testable hypotheses—they nonetheless present evolution as if it were a fact, and it is not, or at least, a testable hypothesis, which it is not.

Secondly, they began with a premise that is patently false, that discussions of any scientific fact, hypothesis, or theory related to the origins of the universe, the earth, and life are appropriate to the science curriculum, with the exception of divine creation.

ultimate purposes, or ultimate causes (the why) are appropriate to the history–social science and English–language arts curricula.

They state that nothing in science or in any other field of knowledge shall be taught dogmatically—while teaching evolution dogmatically. Dogma is a system of beliefs that is not subject to scientific test and refutation.

They sate that compelling belief is inconsistent with the goal of education while compelling students to accept faciful ideas about the origin of mankind and the embracing of bizarre social practices that fly in the face of biology.

They state that the goal is to encourage understanding and to produce fully informed citizens while denying Judeo-Christian worldviews admittance into the areana.

They sate that students do not have to accept everything that is taught in the natural science curriculum, but give them low grades if they do not, or prohibitt them from presenting alternative opinions.

A scientific fact is an understanding based on confirmable observations and is subject to test and rejection.