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

Thursday 3 June 2010

Children frightened or anxious about climate

This blog has two primary areas for investigation:

1. Examples of children being frightened about climate
2. Examples of children being fed misleading information about climate

Here is an example relevant to the first of these.

In 2008, an initiative called 'The Climate Change Schools Project' was launched in the North East of England, through one of the many 'Science Learning Centres' in that country.

The website for it is here: https://www.sciencelearningcentres.org.uk/centres/north-east/climate-change-schools-project/introduction.

They describe themselves as follows:

‘The Project aims to put climate change at the heart of the national curriculum via an organic and pioneering network of ‘Climate Change Lead School’ who build climate change understanding and positive action from the ground-up. Visionary schools and teachers are at the core of this approach, though the focus of the Project is on young people – helping them to achieve a better understanding of the nuts and bolts of climate change science, as well as to discover solutions and explore how to positively adapt to the challenges brought by climatic changes over the coming decades.’

In July 2009, they published a progress report on their work to date. This included the following statements:

Significant (positive) shifts in responses to four of the attitudinal statements were observed for Year 5 students, that were not observed in the control group. At the second stage, Year 8 students were more likely to accept the idea that climate change is a risk to them and that it will kill plants and animals.

‘There was a subset of younger students who became quite anxious about climate change, and some with worrying misconceptions about the world ending. This appeared to be prevalent in certain classes rather than across the board and is likely to have been influenced by a range of factors within and outside the project. This did not appear to be an issue at Key Stage 3. ‘


The report is available for download at the website given above.  The report is also available here: http://www.lauragrantassociates.co.uk/Resources/Resources/45/CCSP_evaluation_final_report_July09.pdf

Hat tip: http://bishophill.squarespace.com/blog/2010/3/26/climate-change-in-schools.html

Tuesday 25 May 2010

Another climate website?

Why another web site on climate? As far as I can see, there is no web site in the UK for those concerned about inaccuracies, and harmful consequences, in alarmist materials reaching our schoolchildren. In particular, I am concerned over the possibility that some people will deliberately or accidentally frighten children about their future, and about their impact on climate.

In view of the zealotry which has led to so many errors and manipulations in the IPCC reports, the distribution of a seriously misleading DVD on climate to schools, and government propaganda on climate which the Advertising Standards Authority could not stomach, I think there are grounds for concern.

I hope that through this site, I will be able to learn more about materials being used in schools, or otherwise produced for schoolchildren on climate. I hope to collate links and papers on such materials, and gather commentary on them. If my concerns turn out to be justified, I hope this site will help and encourage the production of better materials. I hope also to give whatever publicity this modest effort can produce to good materials and events on climate, that is materials which seemed designed to inform rather than frighten, and which maintain high standards of scientific integrity.