McCain's VP short-lister continues the march to turn back the hands of time --and enhance his fundnut cred -- by supporting a Louisiana bill that will advance intelligent design. (Talk2Action):
The stealth-creationist SB 733, the "Louisiana Science Education Act," which in its pre-amended version as SB 561 was entitled the "LA Academic Freedom Act," received final passage in the Louisiana legislature on June 16, 2008, and is now (June 26) on Gov. Bobby Jindal's desk. The governor can either sign it, allow it to become law without his signature, or veto it. Gov. Jindal, who in his June 15 appearance on Face the Nation reiterated his previously voiced support for teaching intelligent design (ID) creationism, is expected to sign the bill. At the behest of the LA Coalition for Science, e-mail petitioners from across the country and national scientific organizations have urged him to veto it. Both the New York Times and National Review columnist John Derbyshire have also publicly called for Jindal to veto the bill. Since Louisiana's passage of SB 733 could be a bellwether for such "academic freedom" legislation, advocates for science education and church-and-state separation in other states had better start preparing now.
The bill was introduced by winger Sen. Ben Nevers (Bogalusa, LA) on behalf of an arm of Focus on the Anus called the Louisiana Family Forum (LFF):
It is probably not an exaggeration to say that the majority of Louisiana legislators support the LFF's agenda, and that those who do not support it have had the "fear of the Lord" put into them, knowing what they will face politically in the next election if they cross the LFF. One very telling piece of evidence for this is the fact that not a single Louisiana public official anywhere in the state, either elected or appointed, has so far been willing to speak out against SB 733 and in favor of good science education. When Louisiana scientists and educators from public schools and universities testified against SB 733 before both the House and Senate Education Committees, they had no vocal defenders on either committee and were virtually ignored during the periods in which legislators were allowed to question the witnesses. (Three House members, one of whom was on the House Education Committee, later voted against the bill on the House floor but offered no statements or questions during the vote.)