'First, the non-climatic effects of carbon dioxide are dominant over the climatic effects and are overwhelmingly beneficial. Second, the climatic effects observed in the real world are much less damaging than the effects predicted by the climate models, and have also been frequently beneficial.'
in Foreword to http://www.thegwpf.org/content/uploads/2015/10/benefits1.pdf
Sunday, 7 October 2012
An Intellectually-Corrupt Climate-Curriculum for Children Would Produce Results Like This
"Debunking climate propaganda earns you a 'fail’
Two weeks ago I described one of this year’s A-level General Studies papers which asked candidates to discuss various “source materials” on climate change. Drawn from propaganda documents wholly biased in favour of climate alarmism, these contained a plethora of scientific errors. I suggested that, if any clued-up students tore these “sources” apart as they deserved, they might have been given a “fail”.
Sure enough, an email from the mother of just such a student confirmed my fears. Her son is “an excellent scientist” who got “straight As” on his other science papers, but he is also “very knowledgeable about climate change and very sceptical about man-made global warming”. His questioning of the sources earned an “E”, the lowest possible score. His mother then paid £60 for his paper to be re-marked. It was judged to be “articulate, well-structured” and clearly well-informed, but again he was marked down with “E” for fail.
This young man’s experience speaks volumes about the way the official global-warming religion has so corrupted our education system that it has parted company with proper scientific principles. In his efforts to reform our dysfunctional exam system, Michael Gove should ask for this bizarre episode to be investigated."
The earlier article to which he refers is reproduced in my Climate Curricula page on this website, and it can also be directly reached here - again with a requirement to scroll down to find the relevant paragraphs.
Let us hope that this is investigated further by the relevant minister, Michael Gove, and by any others who could provide chapter and verse on this and possibly other examples of intellectual corruption in our climate curriculum in the UK. The possibility of moral and political corruption is also present here, since it is clear that fear and anxiety can be generated by alarming tales involving CO2, and furthermore that particular political perspectives and actions are often tagged on.