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“Anti-
Environmental” License Plates in Arizona? As you drive down the highway, and see Arizona license plates emblazoned with the words “Protect the Environment,” do you wonder how money raised from sale of the plates is spent? Besides advertising environmental sentiment, a $17 portion of the sale of each plate is supposed to go directly towards promoting “balanced environmental education for Arizona children.” For years the state legislature has tinkered with the language that drives this education program. In 1990 the state legislature established the Environmental Plate Fund to be used to support environmental education curricula in order “to develop positive attitudes toward the environment and encourage civic and social responsibility toward environmental issues.” The Arizona Council for Environmental Education was established to oversee the programs. Unfortunately, the ten member ACEE board has not a single environmentalist member, but Larry McBiles of the Arizona Mining Association, John Sommens of Laissez Faire Institute, and Bruce Whiting of Kaibab Industries are board members. By 1994, the legislature deleted the original mission statement, and required that the environmental programs “be designed to help students develop an understanding of the scientific and economic concepts which impact on environmental and natural resource issues.” Then, in 1995 the legislature repealed its mandate to teach environmental education in grades K-12! But that wasn’t enough; in 1997 the legislature stipulated that the environmental programs operated by those school systems still interested in environmental education must be “conducted in a balanced manner.” In other words, credible studies which reveal negative environmental impacts must be “balanced” with the positive spin. In preparation for the 1999-2000 school year, the Arizona Council on Environmental Education financed grants and research papers for school programs. Among these is a three- to five-day program developed by Phelps Dodge Morenci to “expose high-school and junior high students to environmental issues ...” and a series of books allegedly presenting “the different sides of today’s most important environmental issues.” The junior set of books, designed for the fourth through eighth grades, contains the following: Distinguishing Between Fact and Opinion; Forests: Identifying Propaganda Technique and Garbage; Identifying Words in Context. The senior set, Opposing Viewpoints Anthology Series, for middle and high-school students, addresses such questions as: “What policies would best protect the world’s fisheries?” No mention of policies to protect the world’s endangered fishes. “Should endangered species take priority over jobs, development and property rights?” This argument has largely been discredited; measures to protect endangered species often promote these other values more than hurt them. “Are humans an endangered species?” Environmentalists urge that, indeed, we may be, if we ignore the reasons that other species are on the edge. “Is global warming a serious threat?” Can this be a serious question? And finally, “Does wildlife need to be protected” and “Should the environment be protected?” This is what is being developed by the Arizona Council on Environmental Education with your environmental license-plate fee! Discouraging, isn’t it? If you want your environmental contribution to really work, why not support Tucson Audubon’s excellent, well-regarded, environmental education programs. The following programs need your help: • Audubon Adventures — $35 provides National Audubon’s monthly program materials to an entire elementary classroom and its teacher. Contact Vivian MacKinnon, 629-0757, for information. • TAS Education Department — any size donation toward the $2,500 Grace J. Calder challenge grant for high school environmental education. See article page 29. Contact Vivian MacKinnon, 629-0757, for information. • Mason Audubon Center — any size donation to support the following: 1) visitation program for area schools; 2) student internships for research that develops environmental education outreach elements; 3) scholarships for Girl Scout badge programs; 4) teacher training in environmental education; 5) classroom and research equipment. Contact Vivian MacKinnon, 629-0757, for information. Mr. Rogers commented in his article, “The questions for this series (the junior and senior sets noted above) are written to give credence to ideas designed to maintain the status quo. They embody as much scientific validity as creationism.” I think you might agree that neither creationism nor the status quo will promote balanced environmental education for Arizona children nor teach them to be good stewards of their own natural heritage.
Bird questions? Check Birding | General questions? Contact: Tucson Audubon Society | Webmaster: Email This page was updated on 07/31/06 |