Much like other scientific theories, the idea of global warming has spurred some debate about what should or shouldn’t be taught at the elementary and secondary levels.
Critics of global warming and evolution argue that dissenting views on both scientific subjects should be taught in public schools. Lawmakers are “capitalizing on rising public resistance in some quarters to accepting the science of global warming, particularly among political conservatives who oppose efforts to rein in emissions of greenhouse gases,” according to the New York Times.
So, is teaching global warming (as a theory) a distortion of scientific knowledge by presenting it as fact? Unlike evolution which is now required in biology classes, the science of global warming, a newer topic, is taught more sporadically, depending on the interest of teachers and school planners.
It raises an interesting question, one that is likely to (unfortunately) be resolved by politics and the courts, as opposed to scientific facts.