'Finally, it is essential that intellectual integrity be restored to the scientific profession. Too much money has been devoted to funding global warming scientists, who have depended for their livelihood on a high level of public and political anxiety about global warming, and have hence tended to suppress the evidence against the popular hysteria. .... Enlightenment standards of scientific integrity have been subverted by government cash and media hysteria. For the sake of all our futures this must never be allowed to happen again.'
Martin Hutchinson, http://www.tbwns.com/2015/07/20/the-bears-lair-global-warming-hysteria-one-huge-ghastly-mistake/

Tuesday, 9 April 2013

Kidding the Kids about Climate Consensus: quick, before they see that Climate Crock is more applicable

Source
While the scientific case for alarm over CO2 has never been a strong one, and is now is ruins thanks to observations contradicting crucial predictions from it, the zealots who found so much advantage in pushing it have not let up on recruiting the very young to bolster their cause.  The moral case for doing that has never been a strong one, and one day it too will lie in ruins as the zealotry becomes more and more exposed as shallow and pernicious opportunism.

From an article The Washington Examiner' (h/t Greenie Watch):

"New science curriculum standards for United States schools, expected to be unveiled this week, include an increased emphasis on man-made climate change from kindergarten through 12th grade. Climate change is already a part of many schools’ science curriculum, but the new guidelines significantly expand the topic and are expected to be adopted by 41 states.

The Next Generation Science Standards teach that “Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (‘global warming’),” according to the Environmental and Energy Study Institute."
But, thank goodness, the journalist writing this, a Michal Conger, is no dupe like so many of her profession in this area.  She notes the recent reservations about including climate in UK curricula for under-14s, and goes on to write:
"What the Times fails to note is that man-made global warming is hardly a consensus theory among scientists. Several new studies show the earth hasn’t gotten any warmer in at least the last decade.
“It’s a shame that American school kids are being taught claims of certitude on an isse that continues to unravel before our eyes,” Marc Morano, communications director for Committee For A Constructive Tomorrow, told The Washington Examiner. 
The U.K. newspaper The Daily Telegraph, German magazine Der Spiegel, and The Economist have all recently acknowledged the evidence suggesting global warming isn’t the catastrophe climate change advocates want school children to think it is."
It seems these new curriculum standards are not compulsory, but they may well be adopted by dozens of States.  I wonder if some of the children themselves might deal with them, as per Ian Plimer's vision of highly-informed pupils asking difficult questions?  (posts about Plimer's book on this site are here, here, here and  here).  Then the teachers, that most docile of professions as far as the content of their work is concerned, might start asking questions themselves.  Such as, 'Why should we push propaganda in our classes that even the children can see through?', or even, 'I wonder what harm we are doing to the young by presenting them with this ill-founded, poisonous, and destructive world-view?'