Not in the US. You'd find Siro and would condemn any such government just as strongly as you. Can you be more specific?
I assume you meant to put an "I" between "and" and "would" there. . . . .
A fine legal distinction, just as fine as some court rulings are worked out. I have assumed your belief in the courts is right, and been dismayed to see the ideal trashed many times, always with some "good" reason.
If a child is sitting in a public school, say in your classroom, and says "the no-threshold response curve to radiation exposures is a deliberate public policy lie without scientific basis" you're going to contradict him/her and say "we have hundreds of scientific studies and a scientific professional community consensus that prove it". The class will squirm and snicker, and whisper "conspiracy theorist". If you run into the same obstructionism to your educational standards in a test, you'll mark the kid wrong and deduct from his score. If his parents object, and take you to court, they will lose their battle for the truth because the court will invoke the theory that you, and the scientists you cite, are to be given carte blanch within your professional expertise.
The fact that when you actually read the scientific literature it is commonplace to recognize a non-zero "threshold" for observable radiation effects doesn't count. The fact that there are known biological responses to low-level radiation that induce expression for genes coding for effective DNA repair systems and metabolizers for free radicals is just simply ignored. To get "published" you, as a researcher, have just got to invoke the no-threshold model for your report, whether it helps in the interpretation of the data, or not.
So, I drew an example from a subject not generally connected in the public mind to evolution, but the same sort of thing goes on in a lot of other research areas, including those that are cited in "proofs" of "evolution".
And our courts have ruled that "evolutionary science" is good science in much the same way. Ruled that a broad theory is the standard for classroom instruction, while ruling that people cannot bring their Bibles into the class or discuss "God" on public premises. . . . and especially that teachers cannot do that.
The way I look at it, "evolution" as a "theory of everything" is just about as vague as "God". It is a hindrance to actual education to reduce public education to the level of taking one side or another on this subject.
What is needed is a conclusionless and moral-less treatment of competing concepts with equal reference to "authority" on both sides of the question, such as that "authority" might be. . . . , with liberal encouragement to the students imagination and freedom to form their own happy little delusions of understanding or belief.
The "God" I "believe" in is well beyond my expertise or demonstrative powers. I would consider the probability of developments favoring "life" extending not only through the 15 billion years of earth history, but across the far expanse of space back through more than one "Big Bang" or whatever event you might imagine as a "beginning". I think a place-holder term that is essentially undefinable, and used imaginatively to produce simplistic explanations of unknowable things, is just fine. In any classroom.
Just as acceptable as a reference to "Evolution" which is still enhanced with just as much imagination to produce simplistic explanations of unknowable things.