Here is the rationale statement from the Board standards (November, 2005), followed by a picture of the page about the Board Rationale statement from their recent pamphlet (July, 2006). The pamphlet is inaccurate and misleading because it editorializes about the question “Is Intelligent Design in the Standards” by the way it formats and bolds the material.

From the KBOE standards:

Rationale of the State Board for Adopting these Science Curriculum Standards
We believe it is in the best interest of educating Kansas students that all students have a good working knowledge of science: particularly what defines good science, how science moves forward, what holds science back, and how to critically analyze the conclusions that scientists make.

Regarding the scientific theory of biological evolution, the curriculum standards call for students to learn about the best evidence for modern evolutionary theory, but also to learn about areas where scientists are raising scientific criticisms of the theory. These curriculum standards reflect the Board’s objective of: 1) to help students understand the full range of scientific views that exist on this topic, 2) to enhance critical thinking and the understanding of the scientific method by encouraging students to study different and opposing scientific evidence, and 3) to ensure that science education in our state is “secular, neutral, and non-ideological.”

From the testimony and submissions we have received, we are aware that the study and discussion of the origin and development of life may raise deep personal and philosophical questions for many people on all sides of the debate. But as interesting as these personal questions may be, the personal questions are not covered by these curriculum standards nor are they the basis for the Board’s actions in this area.

Evolution is accepted by many scientists but questioned by some. The Board has heard credible scientific testimony that indeed there are significant debates about the evidence for key aspects of chemical and biological evolutionary theory. All scientific theories should be approached with an open mind, studied carefully, and critically considered. We therefore think it is important and appropriate for students to know about these scientific debates and for the Science Curriculum Standards to include information about them. In choosing this approach to the science curriculum standards, we are encouraged by the similar approach taken by other states, whose new science standards incorporate scientific criticisms into the science curriculum that describes the scientific case for the theory of evolution.

We also emphasize that the Science Curriculum Standards do not include Intelligent Design, the scientific disagreement with the claim of many evolutionary biologists that the apparent design of living systems is an illusion. While the testimony presented at the science hearings included many advocates of Intelligent Design, these standards neither mandate nor prohibit teaching about this scientific disagreement.

Finally, we would like to thank the Science Standards Committee for their commitment and dedication in their work toward the standards.

From the pamphlet:

KBOE Rationale from pamphlet