The diagram shows economic, social, and political sectors. My argument is that to the extent that the needs of the citizens are met in the social sector (families, schools, neighborhoods, clubs, etc.) and in the economic sector (producers make money, consumers receive affordable goods and services, employees receive a living wage), there will no appeal to the political sector. The size of government, accordingly, will shrink. So will the proportion of the GNP it consumes and the power it gets from making authoritative decisions on the appeals made to it by dissidents in the economic and social sectors.This view does not distinguish between legitimate dissidents and illegitimate ones. In the small government business, the focus is on reducing the appeals to the national government made by people who think they aren't being treated fairly in the social and economic sectors. It is what they think, not what a panel of fair-minded citizens decide, that makes them want to invite government in--an action we all pay for in higher taxes and fewer freedoms. You can do that by simple repression, of course, but repression gets expensive after a while, so that is self-defeating. You can do it by lowering expectations, but the principal commercial strategy involves raising expectations, so that isn't a sure thing either. You can do it by coopting resentment or by deflecting it to other targets, but whenver that fails, the federal government is there, looking for an invitation to substitute their judgment for yours.
In fact, school boards are governments, so they are part of the polity. The force of these questions, however, has to do with the national government, so for the purpose of this question, I am going to consider the school boards as part of society, rather than polity. If we want the national government to stop interfering with the preferences of local boards and the parents who elect them to office, what would we have to do?Since the Constitution forbids any promiscuous mixing of religion and government, we would have to find that Creationism is not a “religious doctrine.” It is a theory, like any other, about the origins of our world and the species of plants and animals that have come to live on it. Evolution is a theory and Creationism is a theory and which theory is to be taught is to be at the discretion of the local voters. That would work. The national government does not intervene in local school district decisions to mandate balanced histories or any particular approach to art or any of several methods of teaching arithmetic.
Under this scenario, biology would work the same way.Once the political hysterics had quieted down, however, the professional side of the question would have a chance to emerge. Just as there are pharmacists who refuse, on personal grounds, to dispense drugs they disapprove of, so we might find some biologists who refuse, on professional grounds, to teach poorly supported theories in place of well-supported ones. Just as the voters who elected the judge must share their authority with the judge’s professional promises, so the school district voters would have to share their authority with the teacher’s professional promises. It wouldn’t be an altogether bad idea if science teachers adopted “First, Do No Harm” as their professional motto.
If there were a professional certification by the Biology Teachers of America (so far as I know, a fictitious organization) and if you couldn’t teach biology without a professional certificate, then schools would have to choose between certificated biologists—who would emphasize the value of well-supported over poorly supported theories—and noncertificated biologists, who would teach anything the school board demanded of them. Parents might gather in silent protest at the home of a certificated science teacher who refused to teach Creationism in his biology class, but the teacher has his oath to protect him and the parents would have to choose between a well-prepared teacher for their children and an ill-prepared one.
Presumably, colleges and universities would not be forced to treat applications equally—those from school districts with professionally certificated teachers and those from districts without them. It would take action by the national government to require them to accept students who were, in the judgment of the university, ill-prepared for university work. We are trying to do without national government intervention and besides, there is the question of the grounds on which the government might intervene.
The Constitution requires the intervention of the national government in the affairs of the school districts IF Creationism is a religious doctrine.[1] If it is not a religious doctrine, then the present appeal to national government authority falls short and local preferences prevail. This provides a wonderful opportunity for biology professionals to decide what they are willing to do, as educators, and what they will need to refuse to do because of the harm it would cause.
For myself, I would rather see a conflict between a popularly elected school board, on the one hand, and professionally accountable biologists on the other than a conflict between a national government wielding the Constitution and local school boards wielding parent preference. I think it would be a more useful conflict and I am quite sure it would be more fun.
[1] It wouldn’t have to be religious. There are agnostic versions. “The earth and all subsequent living things were created at a single recent time, but the data now at hand provide us no way to say how that happened.” There are thousands of theistic versions. Nearly every culture, no matter how small or how isolated, has an account of how the god [name of local deity] or the gods [name of college of local deities] created the world and all that is therein. There could be a rotation of Creation myths, using each in turn.
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