Too often, the classroom has been a battleground in which science loses out to ideology — either directly, as with fights to equate biblical accounts of creation with research illuminating natural selection, or indirectly, when fears of such fights cause teachers or administrators in a more subtle way to skip or skim over science that has big implications for society.
It’s no surprise that such battles have erupted over global warming of late. Libertarian and environmental groups for years have engaged in state-by-state skirmishes aimed at influencing how climate is taught. Laurie David, one of the forces behind “An Inconvenient Truth,” lashed out at the National Science Teachers Association for declining an offer of tens of thousands of free copies of the film even though it had partnered in the past with big corporations on previous educational material on the environment. The group fired back.
Now, as Leslie Kaufman reports in The Times, there appears to be some overlap emerging between those pressing for equal time for non-evolutionary explanations for life’s diversity and those demanding equal time for skeptics’ arguments about the causes and significance of climate change.
I asked Anthony Leiserowitz at Yale about this, recalling that a recent survey he helped conduct of attitudes on climate, Six Americas, detected a strong tendency of those dismissing human-caused climate change to be evangelical Christians. I also sought a reaction from Randy Olson, the biologist/filmmaker who has made irreverent, captivating documentaries about both the evolution fight and climate wars. You can read their thoughts below.
But first, I also want to draw attention to an effort by the online education team at The Times’ Learning Network to draw out both kids and teachers on the issue of climate in the classroom. I encourage educators and students to weigh in both here and on their Web page about how climate science and policy are handled in school. Here’s what they wrote:
What Have You Been Taught About Global Warming?Yesterday we posted a lesson on discussing global warming in the classroom. In today’s Times there is an article about how those opposed to teaching evolution are linking it to objections to teaching global warming as well. What and how have you been taught about global warming by your teachers? At home? How do you think schools, teachers and textbooks should address this topic? Why?….
Students: Tell us how your teachers have addressed the issue of global warming. Does it conflict with what you have learned elsewhere? Do you think you have had enough “climate literacy” to make up your mind on this controversial issue? What do you think textbooks should include on the topic of climate change? Why?
Here’s what Anthony Leiserowitz at Yale had to say about today’s news story on a possible creation-climate overlap:
Basically [it's] in line with what we’ve seen in the survey data for many years, but it seems to be intensifying. You’re right – global warming “Dismissives” are far more likely to describe themselves as “born again” or evangelical (55 percent vs. the national average of 27%).
On evolution: In response to the statement, “Human beings, as we know them today, evolved from earlier species of animals” 77 percent of Dismissives disagree (64 percent strongly). The national average is 53 percent agree (35 percent strongly).
On the creation of the world (related to the Big Bang): 62 percent of the Dismissive agree that “Just as the Bible says, the world literally was created in six days.” The national average is 54 percent.
They are no different, however, than the rest of the country in their response to this statement: “Overall, modern science does more harm than good.” Only 19 percent of Dismissives agree with this statement. The national average is 20 percent.
So, while they may be predisposed to link their opposition to evolution, the Big Bang theory of the universe and global warming together, they don’t appear (based on this limited data anyway) to have dismissed all science, at least not yet.
Here’s Randy Olson’s reaction (to both the news article and Dr. Leiserowitz’s findings):
I think you can look at this issue in terms of passive vs. active elements. What Leslie’s article and these polls are about is the more passive/symptomatic side of it — the people who feel the same way about the issue, much of which is just a function of them being skeptical of everything (like the Kennedy assassination, etc.).
But the question is how much of an active element is there at the larger scale — are there organizations working to tie the two issues together…. I just don’t see it as a serious trend at the moment. There just isn’t the demographic cohesion….
What’s your view?