This time it's under attack by climate change deniers, who ignore a mountain of evidence gathered over the last fifty years that the planet is warming and that humans are largely responsible. These deniers attempt to sabotage science education with fringe ideas, pseudoscience, and outright lies.
But the National Center for Science Education won't let 'em get away with it.
They've been an exhaustive resource in defending evolution from conservatives, and were instrumental in the wonderfully embarrassing Dover Trial. Now they're adding climate change to their list.
NCSE was established to provide information and advice about the creationism/evolution controversy to teachers, parents, school boards, and other citizens. We help the public to understand the consensus view of scientists that evolution has occurred and is occurring, and that although research continues, a great deal already is known about cosmological, planetary, and biological evolution. The heart of NCSE's efforts has been providing assistance at the grassroots level for those struggling to keep good science—evolution—in their schools.
It is well within our mission to assist citizens to keep another form of good science—climate change—in their schools. Scientists overwhelmingly accept that the Earth is warming, that climate change is occurring, and that human activities have made a major contribution to these planetary changes. Nevertheless, despite the scientific consensus on these points, anthropogenic (human-caused) global warming is a politically polarized, confusing, and challenging topic to address in the public sphere.
Although research is still under way, it is already apparent that teachers who teach climate change are experiencing pressure similar to that experienced by teachers who teach evolution. Because of real or perceived pressure, teachers sometimes self-censor themselves and avoid teaching about climate change. Sometimes teachers believe they should include debating points based on dubious or inaccurate science along with accepted science, which can further confuse or perpetuate doubt in the minds of students.
While there are plenty of organizations concerned with promoting the teaching of climate change, there is none that specializes in providing detailed advice and support for those facing challenges to climate change education in the way that NCSE historically has done for those facing challenges to evolution education.
But I love this, because I've been saying this from day one years ago:
Quote :
WHAT WE WON'T DO Climate change necessarily has consequences for policy on the local, state, national, and even global stages. Should something be done to counteract climate change? If so, what? Is slowing down climate change impossible, and should, therefore, efforts be directed toward mitigating and adapting to its effects? Such questions, although important, are beyond the scope of NCSE, which is primarily a science and science education organization, not a policy institute. Some of our topics may touch upon policy issues, but we will not take positions on, for example, the advantages or disadvantages of a carbon tax over a cap-and-trade policy. There is a broad range of solutions; NCSE's position is that whatever solutions society decides upon, they should be based on sound science.
What should we do? is an entirely different discussion than is it real?. This is, for reasons I cannot understand, a concept conservatives have a horrible time understanding. But I'm very glad to see the NCSE making the (obvious) distinction.
Will any of our would-be Republican Presidents take notice? Considering most of them are still on the bench about evolution, probably not, the dishonest hacks.
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