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A bill in Oklahoma that would, if enacted, encourage teachers to present the "scientific strengths and scientific weaknesses" of "controversial" topics such as "biological evolution" and "global warming" is back from the dead.
The source of the documents revealing the strategy of the Heartland Institute's campaign to undermine the public's understanding of climate science — including by producing and distributing K-12 curriculum materials propounding climate change denial — revealed himself to be Dr. Peter Gleick, the hydroclimatologist who heads the Pacific Institute for Studies in Development, Environment, and Security.
"Leaked documents suggest that an organization known for attacking climate science is planning a new push to undermine the teaching of global warming in public schools, the latest indication that climate change is becoming a part of the nation’s culture wars," reported The New York Times (February 15, 2012). The documents in question were obtained from the Heartland Institute, a non-profit organization best known for its attacks on climate science, and posted at DeSmogBlog (February 14, 2012), which "exists to clear the PR pollution that is clouding the science on climate change."
Senate Bill 1742 (document), prefiled in the Oklahoma Senate, is apparently the sixth antievolution bill of 2012, following on the heels of two bills in New Hampshire, two bills in Missouri, and one bill in Indiana.
The week of launching NCSE's new climate change initiative reaches its climax. For Friday, January 20, there are no new press releases, videos, or book excerpts. New coverage in the press of the initiative includes KQED's Climate Watch blog (January 17, 2012). And the launch of the initiative prompts The Takeaway (January 18, 2012) to interview Susan Buhr about the need to defend and support climate education. Plus Eugenie C. Scott is interviewed on the Canadian Broadcasting Corporation's As it Happens (January 18, 2012, beginning at about 10:00) and NPR's Science Friday (January 20, 2012).
Yet more information, resources, and coverage regarding NCSE's new initiative aimed at defending the teaching of climate change. For Thursday, January 19, there is a sample chapter (PDF) from Shawn Lawrence Otto's Fool Me Twice, and a two-part video (part one, part two) on climate change misconceptions by Peter Gleick. New coverage in the press includes Chris Mooney at the DeSmog blog (January 17, 2012), Lynne Peeples at the Huffington Post (January 18, 2012), Think Progress (January 18, 2012), and New Scientist (January 19, 2012). Plus Eugenie C. Scott discusses the initiative with Steve Mirsky for Scientific American's podcast (January 16, 2012).
More information, resources, and coverage regarding NCSE's new initiative aimed at defending the teaching of climate change. For Wednesday, January 18, there is a press release about the addition of Mark McCaffrey to NCSE's staff, a sample chapter (PDF) from L. Hunter Lovins and Boyd Cohen's Climate Capitalism, and a video interview of Eugenie C. Scott. New coverage in the press of the initiative includes Erica Gies's blog at Forbes (January 17, 2012), MSNBC's Cosmic Log (January 17, 2012), and John Farrell's blog at Forbes (January 18, 2012). Plus Eugenie C. Scott was the guest on Chris Mooney's Point of Inquiry podcast for January 16, 2012.
The launch of NCSE's new initiative aimed at defending the teaching of climate change continues. For Tuesday, January 17, there is a press release about the addition of the climate scientist Peter Gleick to NCSE's board of directors, a sample chapter (PDF) from Robert Henson's The Rough Guide to Climate Change, and a video interview of Peter Gleick. (UPDATE: Dr. Gleick will not be joining the NCSE board. See Source of Heartland leak steps forward.)New coverage in the press of the initiative includes Nature (January 16, 2012), Ars Technica (January 16, 2012), Science Insider (January 17, 2012), the Houston Chronicle's science blog (January 17, 2012), and The New York Times's Green blog (January 17, 2012).
NCSE is proud to announce the launch of its new initiative aimed at defending the teaching of climate change. Like evolution, climate change is accepted by the scientific community but controversial among the public. As a result, educators trying to teach climate change, like their counterparts trying to teach evolution, are often likewise pressured to compromise the scientific and pedagogical integrity of their instruction.