Unfortunately, some misuse science. Some of their intentions, are far from benevolent. They see science as a mechanism for political power and control. There is great danger from those who would use science for political control over us.
How do they do this? They instill, and then continuously magnify, fear. Fear is the most effective instrument of totalitarian control.
Saturday, 19 April 2014
Tuesday, 15 April 2014
I will illustrate these using an odious book for children called 'How to Turn Your Parents Green', first published in 2007. Extracts from the book are shown in italics, and the techniques from Sowell's list are shown in bold:
Tuesday, 8 April 2014
Parents check on your children, Governments check on your schools – brainwashing the young with climate scares needs to be resisted before even more harm is done to them.
Here is the text of the press release issued by the GWPF:
Andrew had written about it earlier, and has attracted many favourable and informative comments: http://www.bishop-hill.net/blog/2014/4/8/climate-control.html
Added 13 April 2014
The journalist Christopher Booker has referred to our report in a hard-hitting article today in the Sunday Telegraph. http://www.telegraph.co.uk/earth/environment/climatechange/10761597/No-A-level-for-climate-change-denier.html (the online version is accompanied with a picture with this caption: 'Schoolchildren are taught a one-sided Greenpeace-type view of the global warming scare'. Unfortunately the photograph, a different one, in the print edition has this caption: 'Propaganda: the education system has been hijacked by global-warming believers'. That is very seriously misleading. For example, I think there is reasonably convincing evidence of some global warming in the 20thC, and should therefore be described as a 'global warming believer'.)
He includes reference to the Education Secretary's earlier response to the report, covered here: http://www.breitbart.com/Breitbart-London/2014/04/08/Teachers-Acting-Illegally-Over-Climate-Change
Added 27 May 2014
A newly published study into the responses of young people in China to an online survey (response rate c. 19%), points to some impact of a government programme to modify indoctrination in Chinese schools (nowhere does the study refer to previous levels of indoctrination efforts) which was introduced in a staggered way thereby encouraging the authors in their pursuit of evidence of an effect. In a nutshell, they found that the indoctrination had an identifiable effect in most areas, but not on one of the stated government objectives concerning the environment. See: http://www.powerlineblog.com/archives/2014/05/the-power-and-limits-of-indoctrination.php (hat-tip Instapundit). The report is available here: http://www.nber.org/papers/w20112 The authors conclude that 'Our ﬁndings
suggest that alongside other mechanisms of social and political control, political elites, indeed, can
shape students’ attitudes by choosing the content of the education system.'
Monday, 7 April 2014
He has clearly studied readily available materials, and prepared his own notes on the history of this particular eco-scare, then highlighting some of the controversies associated with it beginning with the Climategate revelations of 2009, before finishing with some 14 points to substantiate challenging the standard 'global warming narrative'. He has the talents and skills of an established academic researcher and writer, but he is a layman as far as climate science is concerned. But since that science has penetrated into public policy, and associated proselytising has penetrated into schools, he has sufficient cause to make his own examination of the issues involved.
Imagine what an organised group of parents could achieve, over say 12 months, if they set out to do the same. Imagine how well they then be able to protect their own children, and perhaps others as well, from inadequate teaching on climate matters, and from the numerous scare stories that have been promoted for decades now.
Extracts from his article:
(bold typeface added by me in the first paragraph)
'I live in a wonderful suburban community on Long Island. My three children attend the excellent public schools in our district. As the two oldest children have made their way through middle school, though, I've been bothered by the rather flimsy instruction they've received on the subject of "global warming." Despite widespread divergence among scientists and reports of questionable scholarship in landmark global warming studies, my children (and, presumably, their classmates and millions of other young students) have been taught a standard, one-sided view of "global warming." Both my 14 year-old daughter and 11 year-old son have been shown Al Gore's movie An Inconvenient Truth in sixth grade, but have been given nothing to suggest that some of the information in the movie is either controversial or misleading. So I've decided to put together this bullet point compendium of information discussing the current status of the "global warming" debate.
Wednesday, 2 April 2014
Climate-Anxious Children - can parents, and caring teachers, help correct the harm done by climate alarm materials?
|Pic: Brighter Futures|
The quote is from a mental health researcher, Kathy Griffiths
There is considerable evidence that many children suffer from anxiety about climate change. The plausibility of that seems obvious given the dreadful materials, in books , websites, and curricula aimed at children, and in some cases aimed at scaring them into being political activists.
Who will help children cope with climate alarmism, and help protect them from those who, wittingly or otherwise, are acting as recruiting sergeants?
The best candidates are surely their parents, aided whenever possible by sympathetic teachers.
Facts, Not Fear by Sanera and Shaw, shows how easy it is to de-fuse so many eco-alarms, not just the climate one. Their approach is simply one of helping children see the bigger picture, and not the narrow-minded, highly-selective view pushed at them by propagandists.
I stumbled across an illustration of this today, on the blog of a teacher in London. His post is entitled
How Not to Teach Climate Change
Here is an extract from it (I have added the emboldening):
'Last week I substitute-taught a Year 5 class that was learning about climate change. One of our pre-planned activities was to continue making posters about “good gases and bad gases”. I immediately noted that every student had slapped carbon dioxide (CO2) in the “bad gas” column.