I always thought I’d move back to Tennessee. I was born and raised in Johnson City, and I’m proud of my chemistry degree from University of Tennessee (class of 1999). And even though I left Tennessee to get my Ph.D., I always assumed I’d return — maybe be a professor at UT, or to share my passion for science with the next generation of scientists.
But on April 10, Gov. Bill Haslam made it clear that folks like me aren’t welcome in Tennessee anymore. By letting House Bill 368 become law, Haslam sent a clear message: Science education has no value in Tennessee. Science education is so worthless that the state is now encouraging teachers to intentionally confuse their students, to spread controversy and uncertainty about topics that have no such controversy or uncertainty.
For students, this is far worse than merely being ignorant of science. This is actually turning back the clock, willfully undoing centuries of scientific progress.
So I can’t return to Tennessee. How can I be a scientist in a state where the validity of my research could be defended by my fellow scientists but cast into doubt by politicians? How can I send my son to a school where teachers are free to say “the Earth is flat” because the state thinks that all theories are worth teaching, even ones with no evidence supporting them?
I know that Tennesseans really do value science. I’m sure that my teachers at Science Hill High School and my professors at UT are shaking their heads in disbelief at the legislature’s actions.
But the rest of the world doesn’t know this. They’ll assume all Tennesseans are waging war on science, and they’ll think twice about moving to our communities, attending our universities, supporting our industries or hiring our people.
And like me, they’ll settle down in states that actually value science education. But I’ll still miss my home.
WILLIAM GROVER
Cambridge, Mass.
skdowd writes:
April 18, 2012
5:01 PM
William - thanks for bringing this up. I hadn't read this law until you mentioned it. It is appalling. One of the first sentences says, 'The teaching of some scientific subjects, including, but not limited to, biological evolution, the chemical origins of life, global warming, human cloning, can cause controversy...' So, using critical thinking on this passage, you can infer that they are focusing their energies on conservative values (where we came from, should we replicate it, is Al Gore crazy), and not science. I, as you do, rely on the scientific process, which is meant to be impartial, and not affected by religion or political motivations, but by real critical thinking. But, they tried to distance themselves from Creationism in 1E, to avoid the Establishment Clause in the Constitution. So, a smartly done, but thinly veiled, political/religious construct.
Most critical thinkers I know have a field day when they are critiquing religion. But, maybe if we have good critical thinkers teaching the kids, there will be a tide of knowledge-based, not faith-based, thinkers. They may come to realize that the law is bogus, and strengthen commitment to good science, education and funding.
Steve Dowd, Science Hill class of '86.