Too often, the classroom has been a battleground in which
science loses out to ideology — either directly, as with fights to
equate biblical accounts of
creation with research illuminating natural selection, or indirectly, when fears of such fights cause teachers or administrators in a more subtle way to skip or skim over
science that has big implications for society.
Again, consider, the new NCSE mission that Gleick was to head (
equating the Teaching of Climate Change controversy to teaching
Creation Science).