'The core alarmist proponents only comprise a few dozen, mostly third-rate, academics whose scientific reputations are minimal outside of climate alarmism. They co-opted the niche, little known interdisciplinary field of climatology, proclaimed themselves to be the world authorities, declared a global crisis, received lavish funding to research it and gained global attention. They have been aided and abetted by sundry fellow travelers who see advantage for various other agendas.'

WALTER STARCK, HTTP://QUADRANT.ORG.AU/OPINION/DOOMED-PLANET/2014/11/CLIMATE-SCAMS-MELTDOWN/


Monday, 19 May 2014

Should teachers use the classroom for campaigning on climate change?


'Is the teaching of basic skills and basic knowledge not hard enough without adding the complication of deliberate political manipulation into the mix? Are teachers to be the willing servants of whichever government or ideological position happens to be currently fashionable or empowered? Are they also to willingly intervene between parents and their children in ways which seem intended to weaken the special bonds within a family?
I am particularly concerned with climate change and the associated wish of some powerful groups, not least in international agencies and NGOs, to make use of children as political tools with which to promote fundamental views about life, and even lifestyle and political choices, on to their parents. There are materials out there aimed at scaring children about their future, and surveys show that many are in fact living with a fear that they may not survive thanks to environmental catastrophes heading their way. There are materials aimed at distancing children from their own parents by persuading them, the children, that their parents are part of ‘the problem’ and need to be changed.
This combination of fear about the future and separation from previous sources of trust and guidance, are basic elements of brainwashing as described by Sowell (1993) in his book ‘Inside American Education’ where he provides several examples of such ‘stripping away of defences’ in schools in a range of programmes.
Andrew Montford and I have written a report entitled ‘Climate Control: Brainwashing in schools’ (GWPF, 2014) in which we focus on eco-alarms in general, and climate-related ones in particular. This was reported on here on the Schools Improvement Net (2014), where it attracted a few generally disparaging comments. None addressed our concerns that there may be widespread targeting of children in our schools with what amounts to eco-propaganda or, at the very least, inadequate treatment of important topics. But why should teachers be engaged at all with such campaigning in their classrooms and in extra-curricular events for their pupils? By all means, let them campaign with other adults, and engage them in debate on controversial issues. But surely it should be beneath them to seek to take advantage of their position in the classroom to try to persuade their pupils of their views?'

Extract from a guest post on the Schools Improvement site: http://schoolsimprovement.net/guest-post-teachers-classroom-campaigning-climate-change/

2 comments:

  1. Only if I can use time at home to brainwash my kids against teacher's unions.

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  2. I should stop reading your blog. I thought I couldn't feel more dismayed by the actions and comments of others after reading your post on Children of the Climate Scare Growing Up Badly http://climatelessons.blogspot.co.uk/2014/02/children-of-climate-scare-growing-up.html

    I've now reached a new low after looking at some of the comments in response to recent posts, particularly those made (by 'educators'?), in response to various items at schoolsimprovement.net. Perhaps there should be a climate concerns questionnaire for educators before they are allowed anywhere near their subjects? One section might address whether or not they understand the term 'climate change denier' and the way it appears to be in common use to label anyone who doesn't immediately sign up to the environmental activist agenda. I suppose that 'environmental terrorists' vs 'climate change deniers' makes for good press and the basis for a religious war, but does not reflect the fact that hardly anyone is denying that the climate is changing nor that there is a need for appropriate analysis of what is happening.

    One way that this might be addressed would be to incorporate climate change as an element within the religious education curriculum and ensure that other subjects deal with what is known and pertinent, such as climate (science), political agendas and campaigns (politics) etc.

    I think the only thing I find more depressing than these climate change related issues emerging from schools, is the role of legalised gambling as a source of government revenue. So please don't start a blog on that.

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