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As Oklahoma's House Bill 1551 is under consideration in a state senate committee, the American Association for the Advancement of Science, the National Association of Biology Teachers, and the National Association of Geoscience Teachers have all expressed their opposition to the bill, which would, if enacted, encourage teachers to present the "scientific strengths and scientific weaknesses" of "controversial" topics such as "biological evolution" and "global warming."
While visiting Murfreesboro, Tennessee, to speak at Middle Tennessee State University, NCSE's executive director Eugenie C. Scott discussed the state's "monkey bills" with the Daily News Journal (March 26, 2012).
Three of Tennessee's top scientists warn, "the Tennessee legislature is doing the unbelievable: attempting to roll the clock back to 1925 by attempting to insert religious beliefs in the teaching of science." In a column published in the Nashville Tennessean (March 25, 2012), Roger D. Cone, Robert G. Webster, and Jon Kaas — all distinguished Tennessee scientists and members of the National Academy of Sciences — argue that Tennessee's "monkey bills" "are misleading, unnecessary, likely to provoke unnecessary and divisive legal proceedings, and likely to have adverse economic consequences for the state."
A Tennesseean Nobel laureate in science, Stanley Cohen, already denounced (PDF) Tennessee's "monkey bills" as promising to "miseducate students, harm the state's national reputation, and weaken its efforts to compete in a science-driven global economy." But what would his fellow laureates say?
The American Institute of Biological Sciences denounced Tennessee's "monkey bills" — House Bill 368 and Senate Bill 893 — as "bad for science, science education, and the future economic health of well being of Tennessee" in letters sent to the leadership of the Tennessee General Assembly (PDF) and to Governor Bill Haslam (PDF).