THE STATE OF KANSAS
BOARD OF EDUCATION
TO: Teacher Training Institutions and State Certified
SUBJECT: Secondary School Science Curriculum Development
In light of recent changes in the state law regarding
new requirements for fairness in the teaching of scientific theories, the
Board encourages and will accept for review any and all science texts and/or
unit materials which cover the following subject matters:
A. General Science/Earth Science
Unbiased comparisons of flat earth and global earth
theories. All relevant historical and ecclesiastical authority for the
former should be included.
Astronomy units which include a full treatment of pre-Copernican
astronomy and scientific astrology. Materials should include evidence for
a geocentric universe with celestial spheres, evidence for the effects
of the stars and planets on human affairs, and a thorough study of the
characteristics of the seven planets. Study the transcripts of the inquisitions
of Galileo Galilei and Giordano Bruno.
A geology unit to determine the age of the universe
from internal analysis of religious texts and a review of geological principles
in the resulting time frame. The effects of the worldwide flood should
Study the concept of chemical change as a result of
Aristotelian affinities· This should be compared and contrasted
with the explanations offered by phlogiston theory.
A unit which conducts the student through an unbiased
inquiry into the feasibility of alchemical transmutation of base metals
into gold. The role of the philosopher's stone should be clearly elucidated.
Present materials relevant to an unbiased inquiry into
the charge that space exploration has been faked with special effects.
Compare Newton's laws of motion with those of Aristotle
using only home-made laboratory
equipment. The day to day practical utility of Aristotle's
theory should be emphasized.
Compare and contrast Hindu Maya, Bishop Berkeley's idealism,
Plato's theory of forms, and quantum theory.
Apply time and distance formulae to the solution of
Summarize and compare all creation myths including those
of the ancient Greeks, Teutons, and Hindus as well as the creation myths
of major non-Judeo-Christian world religions. Show why the story of creation
given in Genesis is true and prove that the others are merely myths.
Study scientific creationism based solely on the Authorized
version (King James) of Genesis, show why it is superior to modern theories,
and explain why it is not an oxymoron. This unit should demonstrate the
superior explanatory power of scientific creationism when applied to the
following problem areas:
Increasing food production.
Scientific livestock breeding.
Explaining the geological fossil record.
The etiology of species extinction.
The Clean Air and Waters Act of 1977.
Introduce students to ideas of organic evolutionary
theory as expounded by Lamarck, Darwin, and Lysenko. A discussion of the
so called genetic code should focus on the desirability of such a development
from the moral standpoint.
Satire by Joseph Chiaravalloti, copyright 1976 in an Arkansas version.
Current edition copyright 1999.
email@example.com. This document is relevant to a West Virginia proposal
to give 50% of school science time to creation
science (creation physics, chemistry, etc.). Clearly we are going
to need some new textbooks.