Filed under: Al Gore, brainwashing, carbon dioxide, Child Abuse, climate change, climategate, Co2, conditioing, cult, Dictatorship, Empire, Fascism, Global Warming, global warming hoax, Hoax, indoctrination, man made global warming, manipulation, parental rights, psychological warfare, Psyops, public schools, scandal | Tags: Anthropogenic Global Warming, Climate Research Unit, East Anglia University
Get Global Warming Out of Our Schools
American Thinker
December 12, 2009
Because of the recent revelations of “Climategate” (see source materials below) and my experience raising two children in private and public schools in California, I believe we need to start a nationwide campaign to get “global warming” immediately removed from the curriculum of our schools.
We cannot wait for politicians or activists to do any more damage to our future generation. “Global warming” is not just an objectionable and discredited scientific theory. Teachers are grafting the loony climate-change premise onto lifestyle, religion, and politics in “science” classrooms. It cannot stand.
The leaked e-mails and subsequent evaluation of their contents, which inspired the term “Climategate,” sound the alarm that we have been fooled for thirty years. There is good cause to believe that the “global warming” data was contorted to achieve a desired result, that true facts were suppressed or destroyed, and that truth-tellers were censored by climate gurus on a mission.
Even if a local school district does not want to accept that “global warming” has been completely debunked, the argument can be made that the “theory” is so suspect that it will likely be investigated in Congress, if not in a criminal fraud venue. It cannot be passed off to students as “settled science.” Insist on removing “global warming” until there is consensus sometime in the future.
For those who do not have children, or whose children are either young or grown up, let my recent personal experience with public school science instruction provide an insight:
My children were gifted students in accelerated programs as they entered public high school from an excellent, traditional, private K-8 school. The college preparatory classes for talented students in many public high schools are called Advanced Placement (AP) classes. These classes can be applicable as college credits. In short, AP classes are seen as a desirable “elite” fast track to get into a good college.
There was only one AP biology/earth science teacher at our local high school. It was at “back-to-school” night the very first fall, as the teacher stared at the ceiling choking back tears telling us about the dying polar bears, that I learned we had a problem.
My oldest daughter ended up having this teacher for an advanced science course each year. I told my daughter to do what she must to get good grades, but I also provided her with alternate information. Behind the scenes, I spoke to administrators about my concerns. Their response was to infer that I am not very sophisticated and certainly not as wise as they are. My daughter begged me not to agitate the teacher, the principal, or the other parents out of fear that her grades would suffer. I bit my tongue for six years at the request of my children. That was then.
This high school’s most talented science students were required to accept the theory of “anthropogenic global warming” in their advanced classes because they were taught by a very overt climate-change activist. She incorporated “global warming” into some part of her science curriculum every semester in a well-respected school, in a desirable school district, in an affluent suburb of San Francisco. There was always a climate project or a connection made to Earth’s crisis. The kids were encouraged to take part in the teacher’s pet social causes and public protests.
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