Thomas Sowell, 'Intellectuals and Society', http://www.amazon.co.uk/Intellectuals-Society-Sowell-Thomas/dp/0465025226
The aim is to collect and organise, materials, articles, and links showing how climate topics are being handled in school curricula anywhere in the world.
Top Note on Sustainability. Alarm about our impact on climate is sometimes used to justify calls for more 'sustainability' in school materials. I tend to think of the word as meaning, in practice, 'suppressed development' - suppression of both the economy and the autonomy of people in it. Here is a snappier, but still consistent with mine, redefinition from Peter Wood:
Sustainability means transferring authority to decide how to use our resources from the marketplace to ill-informed bureaucrats.
#1995 Refers to USA but message is more general: 'The political activism in the classrooms is the direct result of the environmental education movement’s planning and hard work instituting state-level environmental education laws. A major objective of the environmental special interest groups which have supported the passage of these laws is to use environmental education as a way to create an army of young political activists. While each state’s law contains slightly different language, most of them provide a statutory basis for teachers to encourage students to become involved politically in environmental issues.'
#2003 'Sustainable development' - the stalking horse for political indoctrination, bolstered by the alarm over CO2. This sinister document describes some developments re school curricula in the UK between 1998 and 2003: 'In 1998, the government brought together a panel of experts to provide advice on
education for sustainable development (ESD), in particular, to recommend what
action should be taken in schools to promote ESD in order to ensure that ‘pupils are
fully-equipped to be active citizens for the new millennium. ' From the 'Office for Standards in Education'. Orwell would have enjoyed that title. (hat-tip Marion)
#2007 An academic historian in an English university opines 'Global warming, in its crudest crystallisation, is a consequence of our economic-political system: or, bluntly put, of a runaway, unregulated, asset-stripping, globalised capitalism. Only by dissecting how we arrived at this condition do we have any hope of unravelling the way out of our cul-de-sac.'
#2010 Simple experiments used in schools to demonstrate the greenhouse effect do no such thing: http://www.tufts.edu/~rtobin/Wagoner%20AJP%202010.pdf
- even very young children…can be proactive participants…as initiators, provocateurs, researchers and environmental activists. (p. 22)
- learning begins at birth…and even before. (p. 54)
- We must find some effective methods of teaching sustainable development that can make children understand deeply, and even shock them out of their unawareness. (p. 85)
Note added 24/08/15. UNESCO remains a serious threat to children: http://bishophill.squarespace.com/blog/2015/8/20/unesco-wants-green-activists-in-the-classroom.html
1b. Children’s climate change show
The Tyndall Centre has developed a 45-minute show about weather, climate and climate change for school children. The show incorporates exploding hydrogen balloons, fogs generated by liquid nitrogen, candles extinguished by carbon dioxide and other demonstrations to raise an awareness of climate change issues in an entertaining and attention-keeping manner. Audience participation is encouraged with hands-on activities during the show, while the serious nature of climate change is portrayed using video and PowerPoint presentations. The show premiered before an audience of 500 students at the University of East Anglia Christmas Lecture in December 2001, and is being repeated at venues including the Cheltenham Science Festival and the Royal Institution. Success gauged by feedback received from audience and parents after shows and requests for repeat performances.
Dear Dr. Hulme and Dr. Haxeltine,
I write to you on the suggestions of Dr. Stephen Schneider of Stanford University and Dr. Schellnhuber of the Potsdam Institute of Climatology.
I am a producer of green media — i.e., responsible, environmentally and socially themed audiovisual content…We are currently engaged in a fairly thrilling project involving realtime player interaction with climate models — an online interactive game. Attached please find a onesheet that will give you basic information about the project. Dr. Schneider is our principal climate advisor.
The purpose of this game is to educate&engage primarily young people worldwide in the intricate interaction between human consumption and lifestyle patterns, and the global climate…
We intend to release the game commercially to the mainstream game consumer age 11 and up, but are also planning an academic/government release and a children’s version (considerably simpler) on CD ROM. ….
A good potential use of this game would be to gauge how effective the Kyoto Protocol would actually be, in actual human socioeconomic terms.
I met with Dr. Schneider and Dr. Schellnhuber in New York City (on separate occasions, in April and May, respectively), and they were both of the opinion that Tyndall Centre should play an active role in our project.
'Stephanie Hodge, education program specialist for UNICEF, said: “Our current climate change education is “antiquated” and in dire need of renovation. We should be asking What is global citizenship? Climate change education is really about a process of change, about starting transformation through education.” I.e.: it’s also about a restructuring of the children’s brains - brainwashing for the NWO.To help bring about this change and transformation, UNICEF, with help from its sister agency, UNESCO, has come up with a new curriculum guide, entitled, Climate Change and transformation, Adaptation and Disaster Risk Reduction in the Education Sector: Resource Manual.
The UNICEF Resource Manual opens with this paragraph: “I am the present and the future. A victim of climate change, I live in a region that is constantly affected by disasters. Hurricanes and floods are my reality.” — Walter, a 12-year-old boy from Belize.
A bigger purpose of the Resource Manual, we are told on page 11, is “to help children to become agents of change.” '
#2014 They tried scare stories, and found they were not as effective as they had hoped for recruiting children for 'the cause'. Now they want to try games, and role-playing and suchlike to get that job done. See: http://www.theguardian.com/teacher-network/teacher-blog/2014/mar/27/eco-school-games-climate-change?CMP=twt_gu Teachers, beware of trojan horses!
#2014 A thoughtful, scholarly article on teachers indoctrinating pupils, and also teacher-trainers indoctrinating trainee teachers: 'Ideological indoctrination and teacher education
William Hare, Mount Saint Vincent University, Halifax, NS, Canada' Publication date not clear, probably 2006 onwards.
#2014 'Teaching as a Subversive Activity' Quote: 'His basic thesis is that it is no longer sufficient to simply tell students to think for themselves, because then we lose the ability to influence them, and there's no guarantee that the students will then develop progressive worldviews.' and 'Liberal teachers are so convinced of their moral superiority and pure intentions that they do not feel guilt or doubt about imposing their views on others.' [that's 'liberal' in the US sense of illiberal & leftwing] More on this here: http://zombietime.com/teaching_as_a_subversive_activity/
#2015 UNESCO is still plotting and scheming to take over children's minds and get them recruited to their cause (which I'm guessing is probably to create a USSR for the entire world): http://www.bishop-hill.net/blog/2015/8/20/unesco-wants-green-activists-in-the-classroom.html 'UNESCO has published a report into Climate Change Education around the world. It's rather sinister, in a bleakly bureaucratic way.
#2010 A video showing propagandists and their victims in New South Wales, clearing showing the intention of creating activists: http://www.youtube.com/watch?v=XJppLbie-70
I was very proud of him for such a display of maturity but, unfortunately, for final assessments, in order to gain a high OP score, he had no choice but to toe the ‘party’ line.
With the education of our children being seen as such a ‘corrupt cause nobilis’, I hold great fears for our future'
#2012 CSIRO (child-scarers) and Bayer (turbine blade makers) combine to deliver 'education' to primary and middle schools in Australia:
'CHILDREN are learning the science of climate change with a program that will be run at schools around Tasmania.
Students at Dominic College in Glenorchy yesterday did hands-on experiments at the launch of the CSIRO program, called CarbonKids Energy Curriculum Resources.
"CSIRO believes in the importance of engaging tomorrow's decision-makers with the best possible climate science and we are working with teachers to introduce students to the basics of energy and climate," said program manager Angela Colliver.
The CarbonKids workshops are sponsored nationally by Bayer and CSIRO. Schools registered in the program receive training and access to resources for primary and middle-school children.'
#2012 Part of the climate establishment hits back at criticisms of alarmist climate science being taught in schools: http://theconversation.edu.au/teaching-kids-to-think-critically-about-climate-5270
Near the end of the piece is this sentence 'It is also too terrible to contemplate the consequences of a generation not able to critically engage with and disentangle the science from the spin.' This generation will not learn that from their curricula, but from seeing later how it had been corrupted by politically motivated activists for their own ends.
#2012 Rotten at the core. Jo Nova uncovers some new age definition of science at the heart of the physics curriculum for secondary schools in Australia (Queensland):
'I’m impressed (really quite surprised) that this made it to the top story of the front page of The Australian. The syllabus for Years 10 -12 science students in Queensland contains this nonsense. What is good about it though (see below) is how it forces influential science leaders in the country to pick sides. Is science a “consensus”? Even on Climate Change? No says the Dean of Deans…
The Queensland Studies Authority:
#2012 Catholic schools in Australia. The article is entitled 'Climate Change Alarmism in the Classroom' Extract: 'A disturbing phenomenon in recent years has been the gradual "greening" of many classrooms, with environmentalism in some cases effectively becoming a parallel, if not replacement, religion. Youthful idealism (combined with scientific ignorance) in wanting to "save the planet" can be all too easily exploited, especially when teaching the harder Catholic doctrines to sometimes bored, restless teenagers can assume the proportions of a mission impossible. Environmentalism is seen as a lifebelt in the circumstances.
Among his and Queensland academic Ken Wiltshire’s tasks is to decide whether the three priorities of the new curriculum - sustainability, indigenous history and culture and Asian engagement - make any sense.
New South Wales: http://clic.det.nsw.edu.au/aust_curriculum/
Northern Territory: http://www.education.nt.gov.au/students/curriculum-ntbos/ntcf
South Australia: https://www.sa.gov.au/topics/education-skills-and-learning/schools/curriculum-and-learning/south-australian-curriculum
Western Australia: http://www.scsa.wa.edu.au/internet/Years_K10/Curriculum_Framework
#2015 Perth. Child activists on CO2 'Coolbinia [Primary School]’s climate change project has been so successful it was recently recognised by the United Nations, with its plan to reduce its greenhouse gas emissions by 360 tonnes — about the amount of greenhouse gas produced annually by 66 cars — winning the UN Association of Australia’s 2015 Environmental School award.'
#2015 'From the outset AYCC has targeted schools. Its 2011 report said AYCC submitted details on ‘sustainability’ teaching to the Australian Curriculum Assessment and Reporting Authority, “and based on our recommendations, they agreed to re-evaluate their approach to sustainability, resulting in some much-needed amendments. This was a great win for AYCC!” Today, “sustainability” is one of the national curriculum’s three mandatory cross-curriculum priorities that are said to “enrich” syllabi for schools.'
More details on this sinister initiative here: https://wattsupwiththat.com/2016/10/17/australia-trialling-lessons-in-climate-self-hatred-for-8yr-olds/
#2015 Anecdotal evidence of Belgian schools poisoned by the climate campaigners: Scary stuff.
#2010 Hong Kong. The schemers of WWF active here as well: 'This education programme aims to provide information to primary school pupils to raise levels of awareness among the general public. This project, run with the Swire Group, is modelled according to the Life Education Action Programme (LEAP) in which all education activities will be conducted inside the school compound with the aid of education materials and a teachers' guide. In order to be user-friendly, the programme will be developed in conjunction with teachers.'
#2012 A blog post on climate scare stories and children. Concludes that the cult of climate apocalypse should be banned from schools. http://kremlik.blog.idnes.cz/c/250261/Strach-z-oteplovani-privadi-lidi-na-psychiatrii-a-desi-deti.html
#2012 ' The climate change debate has made its way into U.S. classrooms, as
school boards and legislators try to force teachers to present “both
sides of the issue.” In El Salvador, however, schools are taking a
different approach. Government officials and educators have moved way
beyond questioning the reality of climate change and are implementing a
curriculum that teaches the science behind the resulting extreme weather
patterns and how to mitigate the associated risks.' http://voiceselsalvador.wordpress.com/2012/02/27/climate-change-education-in-the-schools-el-salvador-and-the-u-s/
#2012 This report on climate in Salvadorean curricula paints a more sensible view. The emphasis is on recognising weather-related threats and how to cope with them. Let us hope the teachers are able to minimise inputs from alarmists about the future. http://www.trust.org/item/?map=climate-risk-enters-the-curriculum-in-salvadoran-schools
Fiji#2012 A short article on the introduction of climate change materials into primary and secondary school curricula in Fiji: http://www.fijilive.com/news/2012/06/climate-change-to-be-part-of-school-cirriculum/44492.Fijilive
#2010 From annotations in this paper (http://www.ke-research.de/downloads/climateSaviors-1-1.pdf ):
2) We found a perfect example of green climate indoctrination in the German state of Baden-Württemberg. Selected 8th-graders were detached to a private enterprise and brainwashed for 8 days each to become “Student Mentors for Climate Protection”, with the task to mobilize their co-students for participation in all kinds of greenish activity. Costs are shared between the Ministery of Education and Ministery of Environment. That the Code of Education in that state prohibits any kind of political indoctrination in its § 38 was apparently overseen by those ministers who compete for environmental image.'
#2015 (date of entry here) 'Centre for Development Education – CDE works with schools, colleges and the community on projects related to Climate Change, Sustainable Development, Child Rights and other global and local issues.' Looks like another bog-standard conduit for Western NGO propaganda. May no longer be active.
They are helped by this: 'Every one of India's 1.3 million schools, as well as all of its 650-plus universities, are required by a Supreme Court order to educate each young Indian about the environment and sustainability.'
'HSBC and the Eco-Schools International Coordination are implementing a new initiative that aims to empower students as active contributors in reducing carbon emissions. Using the 7-step methodology, the initiative will target climate change, utilizing effective teacher training and materials devised for this project. Eco-Schools will be able to share their best practices through the initiative's website, so that Eco-Schools facing similar challenges can benefit from the experience of others. '
#2014 'September 2014: The Government of Malawi has published a 'Climate Change Sourcebook for Primary School Teachers' in support of its National Climate Change Learning Strategy, developed under the One UN Climate Change Learning (UN CC:Learn) Partnership. The Sourcebook, 22,300 of which have been distributed thus far, promotes integrating climate change education into schools with the goal of shifting an entire young generation of Malawians toward climate-friendly practices, attitudes and behavior.'
#2012 An opinion expressed in a blog comment at Jo Nova's: 'As to the Education system, over here in NZ my daughter’s year 8 syllabus (sillibus?) seems to be a year long Green Party instructional bootcamp. She comes home for de-education and re-programming.' Link: http://joannenova.com.au/2012/07/queensland-science-is-a-mental-construction/#comment-1083197
#2015 Thin Ice Climate Documentary. More trashy propaganda from the zealots, but this one is getting off to a poor start at a New Zealand school: 'It’s touted as an award-winning documentary on climate change, but if that’s true I’d like to know whether the judges were the three wise monkeys. Here’s why: the Thin Ice documentary made by Victoria University of Wellington and Oxford University in the UK is littered with factual errors and misleading statements.
#2010 'PUBLIC HIGH school students in Manila may soon take up climate change in science classes on top of their usual biology, chemistry and physics subjects. A resolution filed before the Manila City Council has proposed the inclusion of global warming and climate change in the science curriculum in public high schools.' http://newsinfo.inquirer.net/inquirerheadlines/metro/view/20100920-293381/Include-climate-change-in-HS-curriculum
Get them through games. 'In 2009, ABB agreed to sponsor the production of 1 500 copies of the game for the Wessa/World Wildlife Fund Eco-Schools Programme and the Eskom Energy and Sustainability Programme. The Ensingweni Primary School realised that the game was a valuable teaching aid and they wanted to share it with other schools. This game was then distributed to the 176 schools registered with the Eskom Energy and Sustainability Programme.
Trinidad and Tobago
#2012 The Red Cross (!) gets in on the climate wheeze with the help of the British Commission:
'The British High Commission presented twelve (12) secondary schools with multimedia resources on Climate Change, at an event hosted by the National Headquarters yesterday morning.The Climate Change Team of the Trinidad and Tobago Red Cross Society is currently rolling out a community climate change project in Trinidad & Tobago. In addition to training and outreach activities in communities throughout the two islands, the project targets twelve schools in Trinidad and five schools in Tobago, creating a Climate Change Corner in each school library. With the support of the British High Commission in Trinidad & Tobago, the schools will receive relevant climate change documents for library use, along with multimedia resources such as DVDs and Climate Change Presentations to supplement the teaching resources of the school.'
|Key Stage 1||Ages 5-7||Years 1 and 2|
|Key Stage 2||Ages 7-11||Years 3, 4, 5 and 6|
|Key Stage 3||Ages 11-14||Years 7, 8 and 9|
|Key Stage 4||Ages 14-16||Years 10 and 11|
Note. Exam papers, and especially their associated 'mark schemes' can provide a window into what is being taught in schools. The AQA is an important source of them ('We are an independent education charity and the largest provider of academic qualifications taught in schools and colleges. We set and mark the papers for around half of all GCSEs and A-levels taken every year.')
#2008 (date uncertain). A shocking example of bias, and manipulation. Here is an exam, nominally in physics but actually checking on indoctrination, promoted by the BBC: http://downloads.bbc.co.uk/schools/gcsebitesize/science/mocks/aqa/aqaphysicsh1.pdf
#2009 Government Minister pushes climate scare in schools. http://www.london-se1.co.uk/news/view/4108 'John Prescott has launched his UK tour of schools by delivering a presentation on climate change at a Southwark school.'
He is also associated with the sinister GLOBE organisation:
# 2009 ' Workshop:Developing a climate change curriculum'
“This guide helps you build sustainable development into the learning experience of all your learners. It provides a clear vision of why this work is important – from helping pupils to learn about the impact of their actions on the planet, to suggesting ways of building sustainability into the ethos and everyday running of your school.”
And to quote from it:
“Geography plays a significant part in promoting sustainable development through… developing pupils' knowledge and understanding of the concept of sustainable development and the skills to act upon this understanding (for example, as part of a Local Agenda 21 initiative)”
#2011 This blogger does not approve of it:'I have a great concern and it is the indoctrination of our youngsters in schools with the concerns of Climate Change. The two biggest worries that children have according to research are wars and climate change. Some years ago the IPCC said that it was imperative to “sensitize” children to Climate Change so that they could enforce their “views” on the parents. http://notrickszone.com/2010/10/04/pachauri-we-have-to-sensitize-children/This sounds awfully like mind control to me. Essentially the way that Climate Change is brought into nearly every lesson would not be allowed in Prisons without being referred to the European Court of Human Rights, but we allow it in our schools. For the last three years education packs on renewable, with nice wind turbine models, have been provided to all youngsters. In the Highland region that is now being surplanted with more education packs for P6 and P7 financed by HIE and Highland Council. However they do not allow voice to those that challenge the orthodoxy. Education should be a balance of information. If there is such a Consensus of agreement on Climate Change why are so many scientists vociferous in their opposition. Science is surely the continued challenging and revisiting of doctrines to improve and understand. Therefore consensus is a word that should never be used in Science. In this case I think that balance is sadly lacking. On a recent march against wind farms in Edinburgh it was noticeable that most people were happy to take and consider our leaflets. Youngsters however would not even look at them and in many cases showed open hostility. Does this concern you? '
The BBC became a propaganda machine for climate change zealots, says Peter Sissons...
#2012 Details of curricula in England and Wales can be found here: http://www.education.gov.uk/schools/teachingandlearning/curriculum
#2012 Northern Ireland. Energy companies at it here as well - visiting schools, in this case with climate activists, to spread their point of view (hat-tip Andy Scrase, comment on Bishop Hill's Unthreaded, May 28, 2012): 'Pupils from three local primary schools have been exploring the benefits of wind energy thanks to an educational partnership between leading Northern Ireland wind farm company RES and Action Renewables ...
Commenting on the local schools programme, Jennifer McCorry, Project Manager, RES, said –
“We were really encouraged by how stimulated the pupils were by the importance of wind energy in the development of a sustainable future. They all enjoyed making the ‘Whirly Mills’ as part of the workshops which introduced a fresh approach to learning about climate change whilst underpinning their current curriculum requirements.”'
I guess she was encouraged by the hope that, through the children, the parents might tolerate a few more years than otherwise of the imposition of windfarms and their costs! http://www.ballymoneytimes.co.uk/news/local/local-school-children-learn-about-the-power-of-wind-1-3877026
[Note Action Renewables looks like a government-funded pseudo-charity. RES is a multinational company, based in England, and possibly part of the McAlpine Group - so the 'Northern Ireland windfarm company' is pure PR. It has no doubt been involved in many planning disputes, one of which is described here: http://billothewisp.blogspot.co.uk/2011/06/windfarm-wars-final-chapter.html]
#2012 England & Wales
'Only warmists could pass this A-level
While Michael Gove tries valiantly to remedy our dysfunctional exam system he might take a look at some recent papers, such as that set last June for A-level General Studies students by our leading exam body, AQA. Candidates were asked to discuss 11 pages of “source material” on the subject of climate change. Sources ranged from a report of the UN’s Intergovernmental Panel on Climate Change to The Guardian, all shamelessly promoting global warming alarmism. One document from the Met Office solemnly predicted that “even if global temperatures only rise by 2 degrees C, 30-40 per cent of species could face extinction”. A graph from the US Environmental Protection Agency showed temperatures having soared in the past 100 years by 1.4 degrees – exactly twice the generally accepted figure.
The only hint that anyone might question such beliefs was an article by Louise Gray from The Daily Telegraph, which quoted that tireless campaigner for the warmist cause, Bob Ward of the Grantham Institute, dismissing all sceptics as “a remnant group of dinosaurs” who “misunderstood the point of science”.
If it were still a purpose of education to teach people to examine evidence and think rationally, any bright A-level candidate might have had a field day, showing how all this “source material” was no more than vacuous, one-sided propaganda. But today one fears they would have been marked down so severely for not coming up with the desired answers that they would have been among the tiny handful of candidates given an unequivocal “fail”.'
Scroll down to foot of this article by Christopher Booker: http://www.telegraph.co.uk/comment/9559656/Germanys-wind-power-chaos-should-be-a-warning-to-the-UK.html
#2012 (date added here). The UK's Royal Meteorological Society has created an educational site with useful links to details of school curricula in England, Scotland, and Wales: http://www.metlink.org/weather-climate-resources-teachers.html A downloadable paper from this site contains much alarmist talk and has been exposed for critical review at Tallbloke's site (links and details in my post here: http://climatelessons.blogspot.co.uk/2012/10/tracking-sources-of-climate-alarmism-in.html).
The curricula links (to pdf files) are: England, Scotland, and Wales.
#2012 (date added here) UK BBC educational material - linked to GCSE school exams with climate topics: http://www.bbc.co.uk/schools/gcsebitesize/search/index.shtml?scope=gcsebitesize_include&q=climate
#2013 Scotland, Ayshire. 5 year-old activists 'Primary pupils in North Ayrshire were handed plans, seemingly written by a developer, encouraging their parents to back a planning application for an extension to a wind farm in the area.
'“I am writing to support the planning application made by Community Windpower Ltd to construct the Millour Hill (wind farm) extension,” it read.
“I believe we should explore all forms of renewable energy in order to avoid the threat climate change poses. The wind farm will generate clean, green electricity, which will contribute to the Government’s renewable energy targets.
“As a supporter of renewable energy, I fully support the planning application and hope North Ayrshire Council will too.”'
A spokesman for a local council retorted
“Pupils at the Dalry schools have been involved with projects related closely to the environment and sustainable energy and the distributed information was directly relevant to their school work.
“Neither of the schools are in any way endorsing the plans and are simply distributing information to the community.”
#2013 New curriculum re climate. A consultation paper has been issued by the government re proposed changes to curricula for children under 14 years. They include no specific mention of either 'sustainability' or 'climate change' as topics that have to be taught, although their teaching is not excluded. Some details here and here.
#2013 Comment on old curriculum. A commenter called 'trefjohn' made this comment as a geography teacher (he seems to be a genuine commenter, as evidenced by previous comments listed in the link given below) - I added the bolding:
#2013 UK Climate Change Speaker Network. Volunteer Speaks on Climate for Schools. Unashamedly activist in intention, with speakers from the Green Party of with a record of eco-activism. What are the chances that even one of them presents a balanced view on climate issues? http://www.climate-speakers.org.uk/index.htm
#2013 England: Derby City Council gives astonishingly crude and misleading guidance to trainee teachers about climate in this publication.
TallBloke has their number. See here for some extracts which he illustrates with this graphic:
This is at least as extensive, and certainly more precise, than the current science curriculum for that age group, which says only that ‘human activity and natural processes can lead to changes in the environment’.' http://www.paulinelatham.co.uk/content/climate-change-curriculum
#2013 England - Staffordshire 'Schools have an important part to play in educating children about the effects of climate change and the role they can play in using the planets resources more efficiently.
There are many opportunities to incorporate climate change into the curriculum, particularly in the sciences, but schools can also set an example to students by producing a sustainability / energy policy and ensuring they are reducing the use of resources as much as possible' Bogstandard guff, more on this promotion of it here: http://education.staffordshire.gov.uk/SchoolAdministration/BuildingsandLand/climatechange/
#2013 A teacher speaks out 'Slartibartfarst says:
But I have to say that it really does get my goat. One of my jobs as an educator is to teach basic science – including environmental science – to 1st-year secondary school (age 11) children. Living in a rural community means that we are all potentially interested in science and environmental protection.
The only good thing to come out of this is that I have been able to teach the kids more about things like critical thinking and Lysenkoism, so that they can understand what “truth” is and how history repeats. Thanks to the East Anglia CRU, the the kids have been able to use “calamatology” as a real live case study in flawed science.
That at least gives them a better perspective from which to exercise improved critical thinking regarding the alarmist arguments going the rounds.
I have high hopes that some of these kids will grow up to become quite useful in the occupations of scientist or farmer.'
#2013 Guides to Primary School Curricula: http://www.coreknowledge.org.uk/sequencet.php
The current national curriculum programmes of study for geography at key stages 1 and 2 have been disapplied with effect from 1 September 2013 and are no longer statutory. This means that schools are free to develop their own curriculums for geography that best meet the needs of their pupils, in preparation for the introduction of the new national curriculum from September 2014. Further details are available via the link on this page.
#2014 They tried scare stories, and found they were not as effective as they had hoped for recruiting children for 'the cause'. Now they want to try games, and role-playing and suchlike to get that job done. See: http://www.theguardian.com/teacher-network/teacher-blog/2014/mar/27/eco-school-games-climate-change?CMP=twt_gu Teachers, beware of trojan horses!
Links to some early coverage in the media and some blogs can be found here: http://climatelessons.blogspot.co.uk/2014/04/parents-check-on-your-children.html
and here: http://www.bishop-hill.net/blog/2014/4/12/booker-on-climate-control.html (plus some earlier posts)
#2014 WWF and UK Schoolchildren. 'This is the vision behind WWF’s schools programme – a programme which strives to reach out towards the 10.3 million highly influential young people who enter our schools five days a week, 40 weeks of the year.' Their 'vision' is of course all cuddly and nice. The practice is that they wish to recruit children into political activism for their cause, a cause which seems to me to involve the rapid destruction of industrial civilisation, and the pursuit of such an ambitious and awful needs lots of fear as a motivator. The new fashion seems to be sugar this pill with lots of positive spin about 'how people and nature can live in harmony, on a thriving, green planet' .
#2016 Scotland. Geography exam under attack: looks like too much environmentalism is ruining the subject: http://www.bbc.co.uk/news/uk-scotland-38057600
United States: general
#1995 'The political activism in the classrooms is the direct result of the environmental education movement’s planning and hard work instituting state-level environmental education laws. A major objective of the environmental special interest groups which have supported the passage of these laws is to use environmental education as a way to create an army of young political activists. While each state’s law contains slightly different language, most of them provide a statutory basis for teachers to encourage students to become involved politically in environmental issues.'
#1999 Many good thoughts on how climate and other environmental topics are and might be handled in school curricula in the States. 'Simply learning that reputable scientists often disagree with the claims of imminent catastrophe will keep children from blindly fearing the future. Such information will also help them see that environmental science is a discipline that reflects scientific uncertainty and is open to continual discovery. Students can learn about environmental issues and develop their critical thinking skills at the same time. As scientists do, they can collect the facts and see whether the theories that have been advanced actually fit the facts.'
#2010 Another article whose author seems oblivious to the fact that 'climate change' is not the issue, but rather it is whether, and to what extent, human influences on it will or even are already very seriously harmful indeed. The lack of global warming for the past 15 years or so ought to give them pause for thought, but will it? Anyway, this article has useful insights into climate curricula in schools across the States. Extract: '
Efforts along those lines abound and in some cases have succeeded. In at least three states — Texas, South Dakota, and Louisiana — laws exist to make sure climate change lessons are balanced equally with a denier’s point of view, if they are taught at all.
“The evidence that climate change is happening is clear. This is an issue that is not 50-50,” said Teresa Eastburn in a telephone interview. Eastburn is the education coordinator at the Boulder, Colorado-based University Corporation for Atmospheric Research, which has held in-depth climate change workshops, webinars, and multi-week seminars for about 700 K-12 educators in the past five years.' http://www.yaleclimatemediaforum.org/2010/06/teaching-climate-change-as-edu-news-beat/
#2012 An American mother doesn't like what she sees on climate in her local high school.'kids in public schools are currently being taught the alarmist position in what passes for climate science.'
(hat-tip: Climate Etc)
#2012 More discussion of climate education in high schools in America here: http://judithcurry.com/2012/05/12/climate-science-in-public-schools/#more-8334
'Looks like the the forthcoming K-12 standards from the National Academies will be source of much debate in (US) statewide educational agencies. I would be particularly interested to hear how this issue is being dealt with in other countries.'
#2012 For insight into how and how far the shoddy science of climate alarmism has been accepted as the best science in parts at least of the education establishment in the USA: http://www.scientificamerican.com/article.cfm?id=climate-education-graduates-to-next-level
"From our perspective, there aren't 'both sides,'" she added. "There is the scientifically credible side, and then there is the misrepresentation side in the public dialogue." ' On the positive side, there is also reporting of problems being encountered by those who take such a view, with objections from school boards and from parents - reported, as you would sadly expect now from the Scientific American, as if this resistance was similar to resistance to the teaching of evolution. They republished the article from Daily Climate
#2012 http://wwwp.dailyclimate.org/tdc-newsroom/2012/05/climate-science-conflict More in the same vein.
#2012 http://www.washingtontimes.com/news/2012/jun/5/teaching-global-warming-in-kindergarten/#ixzz29akMTlGF The writer is dismayed by Common Core: 'This early-grade tendentiousness will create a foundation for ideas that build on long links of suppositions: catastrophic, man-made global warming; the evils of fossil fuels (“explain differences between renewable and nonrenewable sources of energy” in fourth grade) and the need for the Environmental Protection Agency and other government agencies to strangle human liberties in order to “save the planet.”'
#2012 Is there no end to them? Another site pushing facile faith of climate alarm on to children by means of their teachers: https://www.facingthefuture.org/ForEducators/EducatorsHome/tabid/67/Default.aspx
#2012 Overview article on new curriculum guidelines ('Common Core'), including for teaching in kindergartens: 'The Public Broadcast Service recently reported that increasing numbers of educators are teaching about the controversy over climate change. This has the scientific establishment doubling down on efforts to feed children their mantra: There is no debate.
There is no man behind the curtain, Dorothy. The “consensus” has spoken.
Except not among the hoi polloi. Eighty-two percent of science teachers report they have faced skepticism about climate change from students, according to the most recent poll from the National Science Teachers Association. Fifty-four percent report encountering the same skepticism from parents.'
#2013 Indoctrination Alert! 'New national science standards that make the teaching of global warming part of the public school curriculum are slated to be released this month, potentially ending an era in which climate skepticism has been allowed to seep into the nation's classrooms.'
#2013 EPA Propaganda aimed at the Young. 'The Environmental Protection agency has a publication out called A Students Guide to Global Climate Change. If you don't want to be afraid for our future, don't click on that link.
In this publication among the propaganda currently indoctrinating our children it explains all the negative aspects of "Global Climate Change" which await them. It is a glitzy glossy little presentation put forth with not only all the resources of a well funded federal agency but with all the authority of the federal government behind it.
If you took my warning about not clicking on the first link let me assure you everything in this extensive indoctrination of our children is blamed on fossil fuel emissions, the entire course is premised on the theory of man caused climate change.'
#2013 NCSE One of their leading campaigners for climate indoctrination in schools is going to retire: 'The 67-year-old founding CEO announced her intention to retire from the center on Monday, after 26 years. "I’ve put a lot of blood sweat and tears into this organization," she said in a phone interview Wednesday, "but I think it’s a good time for someone with new ideas.". http://www.onearth.org/blog/crusader-for-science-in-the-classroom-steps-down
#2013 Common Core Curriculum described as indoctrination, including a climate-related illustration:
#2013 Examples of curricula aimed at Middle and High schools, and quite blatantly alarmist and activist-driven: https://pangea.stanford.edu/programs/outreach/climatechange/curriculum
#2013 A leader of the NCSE, shortly to retire, is defending the showing of 'An Inconvenient Truth' in schools: 'A teacher would, for example, show a film like The Inconvenient Truth, a parent would complain, and there would be controversy in the school or at the school board about whether there should be equal time given to climate denier information. We said, 'Wow, this is just like the creationism issue.''
#2014 Common Core
#2014 Obama's last hurrah? 'The White House initiative pulls together more than two dozen advocacy and education groups from more than 30 states that responded to a call for increased leadership in climate education made by the administration in October. Some of the groups include the Chicago Botanic Garden, the American Meteorological Society, the Alliance for Climate Education, the Los Angeles Unified School District, the Philadelphia School and the Green Schools Alliance.
#2014 ACE having an effect. 'Climate change activists are touting new evidence demonstrating the effectiveness of educational programs that seek to transform American schoolchildren into anti-carbon activists through the power of animation and freestyle rapping.'
#2014 Common Core 'The appointment of Arne Duncan as Secretary of Education initially was seen as a savvy bipartisan move. But under his watch the Department of Education has become a propaganda arm used to influence the next generation to accept the idea of catastrophic man-made climate change as per the UN, the Environmental Protection Agency, and such groups as the National Wildlife Federation.'
#2014 'Common Core’s Climate Indoctrination' Critical examination of how climate change is treated in the Common Core context. The author finds so much of concern that he concludes 'global warming science should not be used in education of students at the K-12 level.'
See also: http://wattsupwiththat.com/2015/04/24/climate-youththe-next-generation-science-standards/
#2015 Encouraging development: some States (Wyoming, West Virginia, Tennessee) have or are looking at 'teaching the controversy' about climate change: http://www.smithsonianmag.com/science-nature/see-where-climate-science-conflict-has-invaded-us-classrooms-180956707/?no-ist
#2016 Money for mind control. The US Department of Agriculture is going to pay for teachers to find ways to install the opinion it likes on global warming in school curricula. This report notes $150,000 already given to a university in North Carolina: 'The U.S. Department of Agriculture is spending $150,000 in an effort to change farmers who have a “skeptical” view of human-caused global warming. The agency issued a grant to North Carolina State University to conduct an educational campaign for high school teachers to add more climate change material to their curriculums. The target of the campaign is the agricultural community, which the project characterizes as cynical of anthropogenic climate change.'
#2016 Proposed 'Climate Education Act' is criticised by David Wojick: 'There is a lot not to like here, beginning with the false scientific claims. The first is hyping the supposed dangers we face in a warming world, which simply do not exist. Nor are there small changes in daily routines that can have a profound global impact, because humans do not control the global climate. What is here being called Education is really just scaremongering and propaganda. Ironically, the Bill itself says one goal is to remove the fear of climate change, which it actually promotes.'
#2016 Grounds for hope. A study claiming to show that ' the median teacher devotes only 1 to 2 hours to the topic [of climate change]' and the authors don't like that one bit:
#2017 Some alarmed ones not happy about material aimed at kids not being alarmed enough about climate: http://dailycaller.com/2017/02/06/left-wing-media-furious-cartoons-arent-indoctrinating-5-year-olds-about-global-warming/
United States: Alaska
#2013 A senator is campaigning to allow teachers to have free discussion on climate
'Saying students are getting only one side of the debate, a state senators wants to free teachers to tell students why they believe there is no such thing human-caused "global warming.''
The proposal by Sen. Judy Burges, R-Skull Valley, requires school board to create an environment "that encourages pupils to explore scientific questions, learn about scientific evidence, develop critical thinking skills and respond appropriately and respectfully to differences of opinion about controversial issues.'''
United States: California
#2010 A scathing report on a climate video made by pupils in a Californian high school in 2007. A video which demonstrates a very unpleasant level of aggression and intolerance. http://mrctv.org/2010/05/teaching-environmental-extremism-the-environmental-police-agency
#2013 Oakland, California. Commentary on a group of teachers who want to use the schools as vehicles for their political ambitions. While not about climate, this is about the brazen abuse of their positions by teachers on the left. Extact: ' The teachers have an absolute right to subscribe to any silly political theory they choose. That’s one of the great things about living in the country they hate. But many teachers in Oakland and throughout the U.S. have been using their classrooms as “assets” for their radical movements. They seek to brainwash youngsters into hating America and mistrusting the economic system that has given our nation a very high standard of living.'
United States: Delaware
United States: Florida
#2016 Teacher-Activist out to get her kids converted to her cause: http://www.npr.org/sections/ed/2016/09/27/492860897/teaching-middle-schoolers-climate-change-without-terrifying-them
See also Part 2: http://illinoisreview.typepad.com/illinoisreview/2015/04/thorner-debate-over-global-warming-is-not-over-despite-common-core-claims-part-2.html
United States: Minnesota
#2012; 'He's a modern day Marco Polo, circling the coldest parts of the world. This afternoon, Hawley students got a rare treat - hearing from explorer and Minnesota native Will Steger.'
This is not a one-off from someone just back from a holiday in Antarctica. He has created a foundation to push his views, with a section devoted to schools: http://www.willstegerfoundation.org/climate-lessons-blog
'Marc Morano, publisher of ClimateDepot.com and a former Republican staff member of the Senate Environment and Public Works Committee, says this is merely another "recruiting tool to get children into the ideological spectrum."
"You cannot look at the details of this grant and think that they're actually going to be teaching legitimate climate science," he contends. "They're going to be teaching baseless computer model scares of what may happen to scare children…into activism and not educate them at all in science."
#2016 Portland Plot. 'Portland Public Schools, the largest school district in Oregon, passed a Resolution on April 19, 2016 that ought to be called ‘How to brainwash 49,000 students and force teachers to teach communism’. See link for more details of this 'Cloak of Green' example.
#2013 Over-the-top responses when a parent complains about political bias in a high school assignment. Not specifically about climate, but it may be relevant re the febrile atmosphere in schools with leftwing domination since that almost certainly means blind acceptance of climate scares. http://www.examiner.com/article/exclusive-teacher-calls-parent-a-neo-nazi-after-he-challenged-indoctrination
#2014 Dr Eichfield does not give up easily. He has tried again to improve educational standards in his school district: http://www.lehighvalleylive.com/bethlehem/index.ssf/2014/06/saucon_valley_school_directors.html
#2014: This looks promising: 'AUSTIN, Texas, Sept. 15 (UPI) -- As a number of newly proposed social studies textbooks in Texas present it, climate change is a contentious and controversial issue which remains up for debate inside and outside of the scientific community.'
#2014 Truth in Texas Textbooks. 'To shape climate curriculum, the coalition plans to rate textbooks as "good," "acceptable," "poor," or "worse." The group will score books on an array of subjects—and any educational material that treats global warming as settled science is guaranteed to get low marks.' Biased reporting of a promising initiative. http://www.theatlantic.com/education/archive/2014/12/the-plan-to-get-climate-change-denial-into-schools/383540/
United States: Washington
#2014 A speaker explains some of the problems with climate alarm, and high school students
United States: West Virginia
#2015 West Virginia decides to teach global warming propaganda to kids
http://www.americanthinker.com/blog/2015/01/west_virginia_decides_to_teach_global_warming_propaganda_to_kids.html#ixzz3P0V9Mdy3 Despite eloquent testimonies arguing for a less biased curriculum: http://www.climatedepot.com/2015/01/15/morano-testifies-in-wva-on-climate-school-curriculum-we-must-not-tell-kids-there-is-no-debate-and-no-dissent-is-allowed/
United States: Wyoming
#2014 'CHEYENNE, Wyo. (AP) — Wyoming, the nation's top coal-producing state, is the first to reject new K-12 science standards proposed by national education groups mainly because of global warming components.
#2015 More hope in Wyoming as efforts are made to resist climate-related indoctrination in schools. The report is a model of biased, ignorant journalism: http://www.smithsonianmag.com/smart-news/wyoming-doesnt-want-kids-get-date-science-education-because-climate-change-might-be-expensive-180950131/?no-ist
#2015 'So far 13 states have adopted the Next Generation Science Standards. It's a framework that would do for science education what the Common Core does for English and math. But the standards are controversial in some states because of what they say about climate change. In Wyoming, where almost all economic activity is tied to energy production, it's particularly touchy. Wyoming Public Radio's Aaron Schrank reports.' Transcript of a radio broadcast on climate change in Wyoming schools: http://www.npr.org/2015/02/16/386758778/science-standards-draw-climate-change-debate-back-into-wyo-classrooms