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HOUSE BILL No. 1283

Citations Affected: IC 20-30-5-0.2.

Synopsis: Teaching methods. Requires the state board of education, department of education, governing bodies, governing authorities of accredited nonpublic schools, superintendents, principals, and other administrators to: (1) endeavor to create an environment within accredited schools that encourages students to explore questions, learn about evidence, develop critical thinking skills, and respond appropriately and respectfully to different conclusions and theories concerning subjects that have produced differing conclusions and theories on some topics; and (2) allow a teacher to help students understand, analyze, critique, and review in an objective manner the strengths and weaknesses of conclusions and theories being presented in a course being taught by the teacher.

Effective: July 1, 2013.

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Thompson

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    January 23, 2013, read first time and referred to Committee on Education.

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PRINTING CODE. Amendments: Whenever an existing statute (or a section of the Indiana Constitution) is being amended, the text of the existing provision will appear in this style type, additions will appear in this style type, and deletions will appear in this style type.
Additions: Whenever a new statutory provision is being enacted (or a new constitutional provision adopted), the text of the new provision will appear in this style type. Also, the word NEW will appear in that style type in the introductory clause of each SECTION that adds a new provision to the Indiana Code or the Indiana Constitution.
Conflict reconciliation: Text in a statute in this style type or this style type reconciles conflicts between statutes enacted by the 2012 Regular Session of the General Assembly.

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    A BILL FOR AN ACT to amend the Indiana Code concerning education.

SOURCE: IC 20-30-5-0.2; (13)IN1283.1.1. -->     SECTION 1. IC 20-30-5-0.2 IS ADDED TO THE INDIANA CODE AS A NEW SECTION TO READ AS FOLLOWS [EFFECTIVE JULY 1, 2013]: Sec. 0.2. (a) The general assembly finds that:
        (1) an important purpose of education is to inform students about evidence and to help students develop critical thinking skills necessary to become intelligent, productive, and informed citizens;
        (2) some subjects, including, but not limited to, science, history, and health, have produced differing conclusions and theories on some topics; and
        (3) some teachers may be unsure of the expectations concerning how the teachers should present information and evidence on these topics.
    (b) This section applies to accredited schools.
    (c) The state board, department, governing bodies, governing authorities of accredited nonpublic schools, superintendents, principals, and other administrators shall endeavor to create an

environment within accredited schools that encourages students to explore questions, learn about evidence, develop critical thinking skills, and respond appropriately and respectfully to different conclusions and theories concerning subjects set forth in subsection (a)(2).
    (d) The state board, department, governing bodies, governing authorities of accredited nonpublic schools, superintendents, principals, and other administrators may endeavor to assist teachers in finding effective ways to present the curriculum as the curriculum addresses subjects set forth in subsection (a)(2). A teacher shall be allowed to help students understand, analyze, critique, and review in an objective manner the strengths and weaknesses of conclusions and theories being presented in a course being taught by the teacher.
    (e) The state board, department, governing bodies, governing authorities of accredited nonpublic schools, superintendents, principals, and other administrators may not prohibit a teacher in an accredited school from helping students to understand, analyze, critique, and review in an objective manner the strengths and weaknesses of existing conclusions and theories being presented in a course being taught by the teacher.
    (f) This section may not be construed to promote:
        (1) any religious or nonreligious doctrine;
        (2) discrimination for or against a particular set of religious beliefs or nonbeliefs; or
        (3) discrimination for or against religion or nonreligion.