Controversial science in class

Re “Teach climate change,” Opinion, March 9

The teaching of climate change, or global warming, along with other scientifically accepted but socially divisive topics, is long overdue. Climate change or evolution would not be controversial subjects if people understood the science. As a culture, we have allowed people with no training or understanding of certain subjects to dictate what is to be taught in schools.

Many people get their knowledge of science from talk radio, where hosts often have their own differing reasons for imparting bad information. Some may not understand the science; others know the facts but choose to ignore them. But the cumulative effect of steering away from controversial science is a dumbed-down population that cannot possibly compete on the international stage. Our country and students deserve better.

John Mathieu

San Pedro

Tom Wagner and Kathleen Gorski advocate the teaching of global-warming science in California schools. They claim: “There is no disagreement any longer among scientists on the major principle, causes and effects of global warming.”

They are wrong. Numerous scientists challenge the claims, among them atmospheric physicist S. Frederick Singer, astrophysicist Sallie Baliunas and climate scientist John Christy, to name a few. Wagner and Gorski admit to the controversy, writing: “Given all of this uncertainty, the subject will certainly continue to be controversial.”

They also refer to “climate change and other controversial science” and expound on the benefits of challenge: “Controversial science, on the other hand, inspires.” The debate is clearly not over, nor should it be.

Daniel D. Berger

Pasadena