Why is there so much preoccupation with atmospheric CO2 concentrations and reducing anthropogenic CO2 emissions when it is well documented in the peer-reviewed scientific literature that the CO2 contribution to the overall greenhouse effect is so weak that it can be easily supplanted by small changes in clouds and water vapor, or natural climate-changing constituents?

http://notrickszone.com/2016/09/19/new-paper-documents-imperceptible-co2-influence-on-the-greenhouse-effect-since-1992/

Friday, 4 February 2011

Climate education in schools: a mess of potage, a porridge of propaganda?

Indoctrination in schools is illegal in the UK (e.g. section 406 of the Education Act of 1996).  Education ought to teach children about their world.  But there are those who see the young as so many potential footsoldiers for their cause, little Trojan horses to fill with propaganda to carry back into their homes and into their futures.  All to save the planet of course, so who can object to that?  Of course, they are not 'saving the planet'.  First of all, 'the planet' is not in danger, and secondly, crippling our economies physically, and our children mentally, are not pathways to robust societies ready to tackle whatever challenges the future may bring them, environmental and otherwise.  They are pathways to poverty and dependency.


A geologist surveys Redoubt Volcano in Alaska (Alaska Volcano Observatory/U.S. Geological Survey)

Geography is an obvious target for proselytising on 'climate change'.  It does not seem to be thriving as a subject in schools in the UK.

2009:
'In a speech at Charterhouse School, Surrey, Prof Woodhead cited the example of geography, where the curriculum has been focused on turning children into "global citizens" at the expense of an objective study of the earth.
"I think there is a difference between education on the one hand and propaganda on the other - and I think this is one of the main reasons why schools are starting to abandon GCSEs in such numbers," he said.
"Politicians seem to have this belief that schools and teachers can solve the evils of the world. Simply dump all the deeply intractable social problems on to the curriculum and let the schools sort it out. Schools should be teaching children what they don't know, not attempting to create citizens of the future who are active and responsible." '
Chris Woodhead, ex-chief inspector of schools


 2011: 
'Geography lessons 'not good enough in half of schools' 

Children’s knowledge of capital cities, continents, world affairs and the environment is in sharp decline because of poor geography lessons, inspectors warned today. 

In a damning report, Ofsted said teaching in the subject was not good enough in more than half of English state schools.
Geography – traditionally a cornerstone of the curriculum – is often undermined by a lack of space in school timetables after being edged out by exam practice and other subjects such as citizenship.
Many primary teachers lacked specialist geographical knowledge, the watchdog said, meaning classes often descended into a focus on superficial stereotypes. The subject had practically “disappeared” in one-in-10 primaries.
In secondary schools, classes were often merged with history to form generic “humanities” lessons that focused on vague skills instead of geographical understanding.
Ofsted said the decline severely reduced children’s ability at all ages to grasp key geographical issues, identify countries or capital cities and even read maps properly.'

Graeme Paton, Education Editor, Daily Telegraph

['Ofsted' is a government agency in the UK: 'Ofsted is the Office for Standards in Education, Children’s Services and Skills. We regulate and inspect to achieve excellence in the care of children and young people, and in education and skills for learners of all ages.']

How come so many teachers have apparently stopped teaching in order to become facilitators for producing ill-informed agitators?  The same malaise has also affected the BBC, an organisation turning into an international laughing stock because of its blinkered, biased approach on climate and its wish to campaign for 'the cause' rather than 'merely' broadcast news, information, and honest investigative journalism. 

The scientific case for alarm over CO2 is fragile and has been widely dismantled, not least by Nature herself refusing to follow the purposeful computer models equipped with magical powers for CO2.    The political case is also faltering, not least due to the absurdities of the IPCC leadership and publications, and to simple-minded bandwagoning by politicians in many countries running out of steam (see for example, the absence of 'climate change' in the recent State of the Union address in the USA, and several opinion polls showing the declining credibility of eco-alarmism).  So will the educational system be the final redoubt for this whole sorry business? 

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