Inside the pages of our nation’s life science textbooks lies a battle that has been raging for decades. The reason: There are as many answers to the eternal question—where do we come from?—as there are particles in the cosmos. Everyone has a different idea, and state legislatures want to allow more inquiry in science classrooms.
Starting in the 2012–2013 school year, the Tennessee school system, from the board of education down to the school administrators, has been charged with creating “an environment that encourages students to explore scientific questions, learn about scientific evidence, develop critical thinking skills, and respond appropriately and respectfully to differences of opinion about controversial issues.”
That is the mandate of a bill legislators in Tennessee passed in April.
The bill specifically mentions some of the most politically loaded subjects in education, stating that the “teaching of some scientific subjects, including, but not limited to, biological evolution, the chemical origins of life, global warming, and human cloning, can cause controversy.”
These are controversial topics, as students may come from families whose religious beliefs stand in opposition to such scientific theories.
Bill Dunn, state representative from Knoxville, Tenn., and sponsor of the bill, is a certified arborist and studied animal science and education as a university student.
“Students ask questions and they discuss,” said Dunn. “They need not be afraid of letting kids have some critical thinking.”
David Fowler, former Tennessee senator, told Dunn that teachers often did not know what to do with certain science subjects, because the subjects often cause controversy in their classrooms. This bill sends a clear message to teachers that since inquiry and discussion are at the heart of the scientific method, all sides should be welcome in the classroom.
Teachers will still be teaching the same statewide curriculum, which includes Darwinian evolution. Teachers are still supposed to follow the curriculum, but Dunn thinks that any discussion that happens around these topics is a good thing. “As long as they stick to objective scientific facts, then that’s ok,” he said.
The American Association for the Advancement of Science (AAAS) and several national associations of life science teachers oppose the bill. They think that while these subjects may be politically controversial, they are not scientifically controversial and should not be presented as such in the classroom.
AAAS CEO Alan Leshner said in a letter, “It is discouraging to see legislation that encourages teachers to help students ‘critique’ the ’scientific strengths and scientific weaknesses’ of what are in fact well-established theories.”
Tennessee Gov. William Haslam did not sign or veto the bill saying, “I do not believe that this legislation changes the scientific standards that are taught in our schools or the curriculum that is used by our teachers. However, I also don’t believe that it accomplishes anything that isn’t already acceptable in our schools.”
However, supporters of the bill feel it is necessary to change a culture that does not challenge the scientific status quo.
Joshua Youngkin, program officer in law and policy for Discovery Institute, thinks that the way evolution is taught in schools—as the dominate theory—is problematic.
“Whenever you have a suppression of dissenting views, that is a threat to the proper operation of the scientific community, because science has to have point and counter point in order to advance the ball,” Youngkin said.
“[Students] are not learning how to think scientifically, if all they’re supposed to do is memorize facts and then get graded on them—that is not good for students, and it’s not good for the nation,” said Youngkin.
Dunn understands the polarized political climate, but remains optimistic. “I think in Tennessee it will be a great chance to show that, indeed, it does exactly what the bill says—that it leads to critical thinking,” said Dunn, who predicts that science scores will improve statewide.
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