AFFIRMING THE ROLE OF SCIENCE IN CLIMATE SCIENCE COURSES

WHEREAS, science is a systematic method for investigating natural phenomena through experimentation, observation and measurement leading to falsifiable explanations that are open to continuous testing; and

WHEREAS, science proceeds on the basis of methodological naturalism and assumes observed phenomena of the universe are real, nature is consistent and understandable, and nature is explainable in terms of laws and theories; and

WHEREAS, a scientific theory is consistent with evidence from multiple and independent sources of evidence, explains many different facts, and allows predictions of subsequent discoveries; and

WHEREAS, the current model of the human influence on climate changes is a product of scientific process of inquiry, and is therefore subject to revision, scrutiny and debate that are common and integral to the scientific process; and

WHEREAS, the revisions, scrutiny and debates are healthy aspects of the scientific process; and

WHEREAS, the political will to see a specific outcome is not a proper justification to overthrow models resulting from the scientific process; and

WHEREAS, powerful economic interests have shown willingness to deny the existence of climate changes; and

WHEREAS, it is the responsibility of the American Federation of Teachers to preserve the integrity of science in the classroom:

RESOLVED, that the American Federation of Teachers affirm, through a positional statement on its website, the validity of using scientific inquiry methods to address the issue of global climate changes; and

RESOLVED, that the AFT affirm, through a positional statement on its website, that arguments against the current scientific model on climate change be subjected to the standard rigor and scrutiny of the relevant field instead of being subjected to manipulation by special interest groups; and

RESOLVED, that the AFT call upon its members to assist those engaged in overseeing science education policy to understand the nature of science, the content of contemporary climate science and the inappropriateness of including non-science in our science curriculum; and

RESOLVED, that the AFT communicate to the local, regional and national public media, to educational authorities and to appropriate legislators its opposition to the inclusion of non-science approaches and subjects into the science education curricula of our public school system; and

RESOLVED, that the AFT urge its members to promote these concerns and help resolve these issues in their home communities among educators, parents, school boards and students in appropriate public forums.