[Ed. Note: This one deserves a note. I’m posting this to spark conversation, but to be clear, I think Russ Baker, whose work I generally admire, is dead wrong on this one. If it’s ‘backwards’ to allow teachers to engage in meaningful conversations with students about global warming, human cloning and other complex issues, then I’m all for this kind of “backwards”. Sadly, I guess maybe Russ doesn’t take issue with the global carbon tax scam either!]
by Russ Baker, Who What Why:
In the beginning, there was light. But then we became dim bulbs.
The other day, I saw two articles highlighted, separately, in the same publication. One mentioned that cases of dementia are destined to grow dramatically in America in coming years. The other explained how the state of Tennessee is intent on making students more stupid.
Tennessee has now passed a law permitting teachers to present students with alternatives to well-known scientific principles. The bill easily passed both houses of the legislature, and the governor let it become law without his signature.
Presumably he realized that he was in a difficult position—but aren’t we all? Louisiana has a similar law, and who knows what state will be next.
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