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.

Chet Richards, physicist,


Tuesday, 9 June 2020

What we are up against in schools: a GCSE study guide on climate is brainwashing propaganda

'The whole chapter reads as little more than a propaganda sheet, filled with inaccuracies, half truths, emotive slogans, subliminal messages and a total lack of historical perspective.'

Paul Homewood has just reviewed a GCSE Study Guide used in Wales at least for the period 2010 to 2015.  He is not impressed by the section on climate change - see the above quote.  Extract:

'Just to pick up on a few points:
1) They mention the retreat of glaciers over the last 150 years, yet there is no mention at all of the Little Ice Age, or the fact that the very same glaciers expanded massively during that era.
Ironically, the chapter unwittingly contradicts itself on the final page, when it shows graphs for global temperatures and CO2 – note how CO2 levels began increasing from 1860, yet temperatures only began rising after 1900. Also the rise from then until 1940 was comparable to recent decades, despite the rise in CO2 being much smaller then. This of course suggests that simply blaming warming on CO2 is over simplistic.
2) They claim that extreme weather events are becoming more frequent. There is zero evidence to support this claim, as even the IPCC accept. In particular, the reference to increase in tropical storms is without foundation.
3) The claim that the UK has experienced some of the wettest, windiest and driest weather is also contradicted by the data. Indeed, as far as the last two are concerned the opposite is the case.
4) They claim that CO2 levels have never been as high as they are now. This is quite an astonishing claim, given that they have been much higher than now for most of the Earth’s history.
5) The next section called “What are the alternative futures”, is nothing more than an indulgence in scaremongering, with little basis in fact. Encouraging kids to imagine apocalyptic futures is not education.
6) Then we come to the case study in sea levels. Notice how they have gone from the previous claim of “up to 1 metre” to a map drawn at 5 metres above sea level.
7) If that lot was not bad enough, we finish with the spider diagram, specifically intended to get children to imagine the likely impacts of global warming.
Earthquakes, tsunamis, mass extinctions, plague, Greenland melting, nuclear war, refugees. Note also the subliminal messaging – Stern Report and Act Now.
Whoever has written this guide clearly has little knowledge about the subject, and has simply picked up a few talking points and applied a large dose of alarmism.'

As Paul notes at the end of his post, this sort of material can be used to brainwash young minds.  As he says, 'It is little wonder that the younger generation have become so paranoid about climate change.'
We must hope that one day, a great many parents will be able to refute such materials as and when they come across them, and be able to reassure their children that there are no grounds for alarm.  And that they may go on to request that their children's school drop such materials forthwith.  

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