What are the most important things the next U.S. president needs to do for science? To cut through the jargon and find an answer, we bring you the DISCOVER Science Policy Project, in which we give a group of the country’s most celebrated scientists and thinkers the chance to respond to the following question:
What are the three most important things the next president can do to positively impact scientific research in the United States?
In the November issue of DISCOVER, we compile and analyze the results. In the meantime, we will be posting each response in its entirety here on Reality Base. Today’s entry is by celebrated astronomer—and fellow DISCOVER blogger—Phil Plait. Feel free to offer your own ideas and analysis in the comments section. All past responses can be found here.
PHIL PLAIT
Astronomer, author, popular blogger
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The New York Times has a report this week on the hoops teachers are jumping through to teach evolution in public schools. Specifically, it follows the efforts of David Campbell, a Florida biology teacher who does an astonishing job of compromising, tip-toeing, and cajoling, all to get his students to accept—and maybe even learn—the process of evolution.
Overall, the piece paints a bleak picture for teachers, made all the worse by the lack of a clear nationwide mandate for teaching the subject. Despite all the scientific evidence we have, some states are still stacking obstacles in the path of instructors who want to devote class time to human evolution. This summer, Louisiana passed a law protecting the right of local schools to teach “alternative” (i.e., non-scientific) theories for the origin of species, while the Florida Department of Education didn’t explicitly require its public schools to teach evolution—or, as the legislature calls it, “the organizing principle of life science”—until February of 2008.
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