Last week, the South Dakota House of Representatives passed a resolution to “urge” public schools to teach astrology. Brad Johnson has the amazing story in this Think Progress repost.
By a 36-30 vote, the legislators passed House Concurrent Resolution 1009, “Calling for balanced teaching of global warming in the public schools of South Dakota.” After repeating long–debunked denier myths and calling carbon dioxide “the gas of life,” the resolution concludes that public schools should teach that “global warming is a scientific theory rather than a proven fact“:
NOW, THEREFORE, BE IT RESOLVED, by the House of Representatives of the Eighty-fifth Legislature of the State of South Dakota, the Senate concurring therein, that the South Dakota Legislature urges that instruction in the public schools relating to global warming include the following:
(1) That global warming is a scientific theory rather than a proven fact;
(2) That there are a variety of climatological, meteorological, astrological, thermological, cosmological, and ecological dynamics that can effect [sic] world weather phenomena and that the significance and interrelativity of these factors is largely speculative; and
(3) That the debate on global warming has subsumed political and philosophical viewpoints which have complicated and prejudiced the scientific investigation of global warming phenomena; and
BE IT FURTHER RESOLVED, that the Legislature urges that all instruction on the theory of global warming be appropriate to the age and academic development of the student and to the prevailing classroom circumstances.
Yesterday, the South Dakota Senate passed by a vote of 18-17 an amended version of the resolution which eliminates most of the anti-science conspiracy theories, but still asserts that the “global warming debate” has “prejudiced the scientific investigation of global climatic change phenomena.” The amended version now “returns to the House for approval.” (HT: Thoughts From Kansas)
- How ultraconservative Texans are rewriting your kids’ textbooks and bringing global-warming denial into science class