IIf you take an Ohio college-level earth science course in the coming years, you can learn about how climate change is causing heat waves, floods, and record-breaking hurricanes, and how humanity’s window is narrowing to drastically cut emissions. and prevent worse outcomes. consequences. But your instructor may also be forced to spend a lot of time telling stories that a few largely discredited fossil fuel-funded researchers and lobbyists don’t think there’s a big problem.
That’s because just last week, the state senate began debating Ohio Higher Education Enhancement Act, which will tie the hands of college and university professors who cannot effectively teach subjects that the state legislature has called “controversial,” including climate change. These institutions would have to ensure that they “encourage[ing] students to draw their own conclusions” on issues that also include topics such as the right to abortion. Schools are also required “not to seek to impose on students any social, political, or religious point of view.” Higher education institutions will also be prohibited from implementing sustainability initiatives. Diversity or equity programs will also be banned.
Class politics were at the center sharp national debate for years, and much of this controversy has centered on sexual orientation, gender identity, race, and American history. Climate science is also sometimes thrown into the debate. Idaho, for example, went through the legislative equivalent knock down drag out the fight due to a proposal to include climate change in the state’s academic standards as early as 2019. These tensions have recently flared up over a statement by Florida Gov. Ron DeSantis. more and more zealous Attempts to remake the state’s school system and universities in opposition to what conservatives have called “wakefulness.” Now Ohio’s education bill may signal that a renewed conservative educational push has spilled over into climate science as politicians seek to insert proven lies into college science courses.
This conservative crusade comes at a time of increased attention from educators and progressive politicians to include more climate science in the classroom to help children understand the accelerating change in the world around them. New Jersey became the first state to include climate change in its education standards back in 2020, followed by Connecticut. last year. New Jersey standards entered into force last fallwhen educators introduce children to climate change, starting in kindergarten, as well as in science classes and less obvious subjects such as art and physical education. Proponents of this policy point to studies that show how climate education can instill sustainable habits and even help increase parent involvement on the issue.
Many schools mention climate change in science classes, but in the absence of such an effort as in New Jersey, the curriculum can be far behind modern science and relevance. For example, during a recent visit to several DC charter schools, a colleague of mine was surprised at how little climate knowledge was part of the curriculum. She asked one class of 11th graders if any of them were worried about how climate change would affect their own lives; only one hand went up, and this student was more focused on what would happen if the polar ice caps melted in 100 years. Several 9th graders had heard of Greta Thunberg but didn’t quite understand what she stood for. Several other 11th graders from another school, when asked, admitted that DC’s heatwave had intensified over the past few years, likely due to climate change, but the solution, they said, was more air conditioning. Other classes were more informed, but this appears to have been due to the efforts of individual teachers rather than the curriculum.
The Ohio state law proposes to go in exactly the opposite direction, preventing educators from teaching the established facts of climate change as such and forcing them to add the misleading arguments of climate change skeptics. Supporters say the measure is intended to protect intellectual diversity on an important issue. “What I find controversial is the different views that exist on the magnitude of climate change and the decisions that are being made to try to influence climate change,” said Republican Senator Jerry Sirino, the bill’s lead author. in conversation with Energy News Network. This would seem to mean that educators need to reinforce the view that climate change poses a minimal threat, or that there is little we can do about it, both of which are wrong.
Classroom debate, in which students are encouraged to argue and draw their own conclusions on important issues, is an important part of education. But schools and colleges are also places for learning, and it is the job of teachers and educators to determine which topics are a place for a lot of opposing views and which are for hard facts. Climate science is well established, but by presenting the core concepts of the field as a topic worthy of heated debate, these legislators are actually promoting false ideas. Theses about the fossil fuel industry— who erroneously say that humans aren’t the cause of the warming, or that change won’t necessarily be all that bad — and put it on par with real science in the minds of these students. This could serve the interests of a few hardline state legislators who don’t follow the latest UN climate reports. But this is a major disservice to students who will have to deal with the realities of global warming in the coming years.
A version of this story also appears in The climate is everything Newsletter. To register click here.
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