tag:blogger.com,1999:blog-5523187630006791166.post8172607995998538897..comments2024-03-26T17:03:03.877+00:00Comments on Climate Lessons: Classroom Climate Conditioning at work: the plotting, the preaching, the resultsJShttp://www.blogger.com/profile/08534451304039918947noreply@blogger.comBlogger7125tag:blogger.com,1999:blog-5523187630006791166.post-59180456952945428972011-03-02T18:59:56.574+00:002011-03-02T18:59:56.574+00:00What this column indicates above all else is the d...What this column indicates above all else is the disastrous effect that the deliberate politicisation of teaching personnel by the extreme left wing has had upon their collective intellectual calibre. Teaching "degrees" are now little more than a statement that you have submitted to political indoctrination, and can no longer think for yourself. A sizeable number of teachers are scarcely literate and should be removed from schools for the sake of the children, who have but one shot at learning. Teaching used to be a respected profession, not a nine to five job. I suggest that all teaching degrees be abolished, and that nobody under the age of thirty who has not worked in the private sector/armed forces for at least five years be allowed to teach at all, and in general learn at the coal face under experienced and patently competent teachers. We might then get a responsible, disciplined element back into schooling and restore pupils self respect to them. In its absence they learn little or nothing and expect to be waited on hand and foot, wimps in excelsis, useless to themselves and everybody else, mere parasites in the belly of the people.George Curtisnoreply@blogger.comtag:blogger.com,1999:blog-5523187630006791166.post-20857510011981463712011-02-22T13:50:39.650+00:002011-02-22T13:50:39.650+00:00In another era, the science, and the geography, te...In another era, the science, and the geography, teachers would surely have been delighted at the overlap, the enhancement of learning which your charts would have brought to the pupils. Now it seems to be seen as a distraction, a subversive disruption to the task of getting the 'correct' narrative across.JShttps://www.blogger.com/profile/08534451304039918947noreply@blogger.comtag:blogger.com,1999:blog-5523187630006791166.post-17940390469492705012011-02-22T00:01:07.417+00:002011-02-22T00:01:07.417+00:00I'm a (maths) teacher in a small private schoo...I'm a (maths) teacher in a small private school here in the UK. The science teacher has taken exception to me putting up a display in my classroom of graphs showing MWP, Antarctic ice growth, etc. The kids are fascinated by the graphs, and when I talk them through the concepts the graphs are demonstrating the kids look relieved to be told we are not on a highway to AGW Armageddon. The most illuminating moment (for me) is when some of the kids say, "But Sir, you're a maths teacher - why have you got science graphs in your classroom?" I then have to explain that maths is a branch of science and go on to discuss the idea of always being a sceptical scientist. Very few of them have been taught to question what is presented to them by teachers, instead they have been instructed to accept 'facts' unquestioningly. It is depressing that they have not been taught the REAL scientific method of continual sceptiscism.Andynoreply@blogger.comtag:blogger.com,1999:blog-5523187630006791166.post-58193573137279506472011-02-19T18:32:10.083+00:002011-02-19T18:32:10.083+00:00what a shocker! It reminds me of parts of "su...what a shocker! It reminds me of parts of "surely you're joking Mr. Feynman", where Feynman suddenly realises that we are still surrounded by voodoism and cargo cult science although we are living in technologically advanced societies. This piece really is depressing. It's a science course and the dope skips the science bit!kevinhttps://www.blogger.com/profile/13329091158911547303noreply@blogger.comtag:blogger.com,1999:blog-5523187630006791166.post-91946113568712810632011-02-19T12:37:42.716+00:002011-02-19T12:37:42.716+00:00Thank you for these comments - much appreciated, a...Thank you for these comments - much appreciated, and encouraging for me and hopefully others who share our concerns.<br /><br />I like the idea of preparing a short course, as you suggest Michael. It would be good to work on something so positive, although as suffolkboy points out, the deployment of it would be another story altogether. I don't have time to pick up on it in the near future, but perhaps others already are? Let's hope so.JShttp://climatelessons.blogspot.comnoreply@blogger.comtag:blogger.com,1999:blog-5523187630006791166.post-8373235718320696952011-02-19T12:07:17.236+00:002011-02-19T12:07:17.236+00:00I agree totally with this initiative. However, in ...I agree totally with this initiative. However, in the UK there are other areas outside the classroom which have a strong influence inside. These include: <br />- school departments and governing boards,<br />- the teacher training establishments,<br />- any county council education employee who advises on teaching materials in schools<br />- examining boards,<br />- editors of the National Curriculum, and the resulting influence on textbooks and materials,<br />- various central government departments, who appear to be acting as one central agency to enforce CAGW as reality and to suppress dissent by all means.<br /><br />At the moment the downward pressure applied from these entities is considerable, with explicit threats to teachers' career prospects if they do not teach CAGW as fact in classrooms. (There are similar pressures in other subjects, but I restrict myself here to climate change as taught in science and geography.) <br /><br />The campaign for excising this quasi-religion from the compulsory part of the teaching and a return to "real" science and geography will probably have to deal with the entities listed above as well as the classroom itself. <br /><br />A key problem outside the scope of this blog is that there is now so much vested financial interest from taxation seekers and pension-funder holders and the media to perpetuate this fear that one can expect considerable resistance coupled with considerable financial backing.<br /><br />Back at the classroom, my limited experience is that the private sector could provide persons who are less vulnerable to dismissal or sanctions should they take part, and therefore might be less anxious about taking part. <br /><br />By the way, a small first-step would be to deprecate the use of the phrase "carbon footprint" in classrooms: this advertising gimmick has really taken hold in some counties. And I would be wary of free "information packs" and "teaching resources" coming from companies with financial dependency on wind or solar power.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-5523187630006791166.post-27578123303928427792011-02-19T11:48:41.748+00:002011-02-19T11:48:41.748+00:00Dear JS
Excellent website! This is an important ar...Dear JS<br />Excellent website! This is an important area. I too am distraught beyond words by this school propaganda, an eerie reminder of my youth under communists in Europe.<br /><br />I especially am like-minded with your suggestions for us sceptics to create an alternative positive vision. Like the political opposition, when you convince the people the government is on the nose – they turn to you to see what alternative vision you have, and sceptics only offer status quo – not enough for a society in love with the concept of progress and change for the sake of it. Also, after 30 years, people are hard wired for environmentalism – it is an emotional truth – so rather that trying to rip down their entire emotional belief system, we should tailor an alternative environmentally plausible vision.<br /><br />But with kids today – I weep. What happened to Startrek of my generation – go forth into the universe to spread the goodness of man – today’s children believe they are a plague on the perfection of Gaia, we should live in the dark, do the least possible and above all sort our garbage. Oh, and be 2 billion fewer. <br /><br />I like your “…how to convey to children the wonders of the world, and what transformations in the quality of life have been achieved, and how that progress is becoming worldwide now that China and India in particular have given private enterprise a little more freedom to thrive. “<br /><br />Look to technology to provide lots of energy from shale oil, thorium and maybe LENR (Low Energy Nuclear Reactions) and electric cars but only when technology makes it efficient, not as a crash state sponsored decarbonization. Want to save the world?? Study physics, nuclear and chemistry, not environmentalism. <br /><br />Maybe you could gradually assemble a short course for students – an alternative positive environmental view – a resource for teachers. I know I am preparing to write to my school that I don’t want my 9 year old to see the Al Gore’s movie they have made part of the English curriculum (Australia), at least without explanation of the errors.<br /><br />I am also re-instating my www.nocarbontax.com.au website since our prime minister reactivated plans for ETS (Carbon Trading) and will make a single page guide for the disinterested. I also have www.climateskepticshop.com. <br /><br />Keep it coming and I will forward your website and look forward to revisiting.Unknownhttps://www.blogger.com/profile/00565778233145871826noreply@blogger.com