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,

https://www.americanthinker.com/articles/2021/03/science_in_an_age_of_fear.html

Wednesday, 10 November 2010

More Gore in the Classroom - Australian Educators Pushing Propaganda

Bob Carter exposes a sorry development in Australian education:


'AL Gore's flawed climate change film is to be included in the new English curriculum.
IN 2006, former US vice-president Al Gore made a movie and companion book about global warming called An Inconvenient Truth. Gore undertook many speaking tours to publicise his film, and his PowerPoint slide show has been shown by thousands of his acolytes spreading a relentless message of warming alarmism across the globe.
But while audiences reacted positively and emotionally to the film's message - which was that human carbon dioxide emissions are causing dangerous global warming - some independent scientists pointed out that An Inconvenient Truth represented well-made propaganda for the warming cause and presented an unreliable, biased account of climate science.
For nowhere in his film does Gore say that the phenomena he describes falls within the natural range of environmental change on our planet. Nor does he present any evidence that climate during the 20th century departed discernibly from its historical pattern of constant change.
In early February 2007, the Department for Education and Skills in Britain, apparently ignorant that the film was scientifically defective, announced that all secondary schools were to be provided with a climate change information pack that contained a copy of Gore's by then notorious film. Many parents were scandalised at this attempt to propagandise their children on such an important environmental issue.
One parent, school governor Stuart Dimmock who had two sons at a state school in southern England, took legal action against the secretary for education in the High Court, and sought the film's withdrawal from schools.
In a famous judgment in October 2007, Justice Burton, discerning that Gore was on a "crusade", commented that "the claimant substantially won this case", and ruled that the science in the film had been used "to make a political statement and to support a political program" and that the film contained nine fundamental errors of fact out of the 35 listed by Dimmock's scientific advisers. Justice Burton required that these errors be summarised in new guidance notes for screenings.
In effect, the High Court judgment typed Gore and his supporters as evangelistic proselytisers for an environmental cause.
Fast forward to this month and many Australian parents have been surprised to learn Gore's film "will be incorporated in the [new] national [English] curriculum ), as part of a bid to teach students on environmental sustainability across all subjects".'

I hope that the Australian legal system will permit a challenge to this.  'Shoddy science and politicians on the make' is one thing, blatant indoctrination of children is quite another.  Not only will they be misled, they risk being mentally abused by the scaremongering.  Unfortunately, the Australian Psychology Society is collaborating in this by failing to study the science, and devising instead ways to make the promotion of pseudo-science and alarmism a little more palatable.  See:  http://www.psychology.org.au/publications/tip_sheets/climate/
Or actually listen to what I can only describe as a speaker from the Pollyanna school of psychology, the Australian Susie Burke, during this radio programme: http://www.rnw.nl/english/radioshow/kids-and-climate-change-enlightened-or-frightened


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Tuesday, 9 November 2010

Climate campaigners' classroom turpitude captured for future studies of depravity at work

'Why did they think ruthlessly killing children was funny? –
because in their heads, they weren’t killing children,
…they were killing deniers.'

Jo Nova has done sterling work in documenting and providing insight into what led to the 10:10 video in which the producers fantasise about utterly destroying, at the press of a button, those who show the slightest reluctance to toe the party line on climate.  Including young children in a classroom.  
The whole thing deserves deep study.  The paper by Jo Nova has been published by the Science and Public Policy Institute (SPPI), and can be downloaded as a pdf from here: (1) 
Kudos to the SPPI for publishing this.  Kudos to Jo Nova for creating it.  She gives a summary and background at her own blog (2).
It provides some provocative speculations as to what led to the creation of the video, speculations which deserve to be shared widely and investigated further.  Given that the scientific case for alarm about CO2 in the atmosphere is so shoddy, the motivation for such an arrogant, aggressive, and deeply malevolent video must come from elsewhere.  Is it the same motivation that drove Maurice Strong to call for the destruction of industrial civilisation? (more background on Strong here: refs (3) below).  Is it the same motivation that led James Lee to terrorise the employees of a broadcasting company  in the States?  (4).   Or, at the milder end of this sorry spectrum, was it what led three women to barge their way into the offices of a newspaper whose editorials they happened to disagree with? (5)  
Meanwhile, and more in the background, there seems no end to the initiatives aimed at pushing children into conformance to the party line on climate.  Here is a recent report of one in the States called ACE (6).  Links to many more can be found on the Page on climate sites aimed at schools (7).  Many of them do not hesitate to use scary imagery and doomladen notions to win attention and obedience.  


This is a veritable moral swamp that needs to be drained.  Standing at the edges of it, we can see unpleasantness, scaremongering, arrogance, ignorance, intolerance, brutality, destructiveness, and terrorism.  Quite a result to follow from the speculative insertion of a dramatic effect for CO2 into computer models of the climate!  Fortunately the real climate has displayed no such role for this beneficial gas.  In our world, the dramatic role for CO2 is found in its impact on plant growth.

References
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