Since 2004, groups have tried to link the two issues by pushing «academic freedom bills» that would mandate the teaching of
dissenting views on global warming, evolution, human cloning and stem cells.
Not exact matches
As the scientific case for a climate - change catastrophe wanes, proponents of big - ticket climate policies are increasingly focused
on punishing
dissent from an asserted «consensus»
view that the only way to address
global warming is to restructure society — how it harnesses and uses energy.
In 2004, as they correctly point out, Harvard science historian Naomi Oreskes published an essay in Science magazine in which she examined the abstracts of 928 articles
on the subject of «
global climate change» published in scientific journals between 1993 and 2003, and «found that 75 % supported the
view that human activities are responsible for most of the observed
warming over the previous 50 years while none directly
dissented.»
Critics of the teaching of evolution in the nation's classrooms are gaining ground in some states by linking the issue to
global warming, arguing that
dissenting views on both scientific subjects should be taught in public schools.