WORKING TO IMPLANT THE MYTH OF "CLIMATE CHANGE"…

Those devoted followers of what is essentially that new secular religion, referred to as "climate change," say that the fight against global warming will require the calling into action of increasingly younger soldiers if there is to be any chance of successfully advancing the cause. And so it is then that a group that calls itself the National Center for Science Education (NCSE), some nonprofit, crackpot group that denounces intelligent design and supports an evolution-only curriculum in the classroom, that will now expand what it sees as being its mission to include climate change. This organization is nothing more than a rather odd assortment of supposed scientists, anthropologists and others that is now turning its attention to climate change, and will soon mount an aggressive campaign seeking to bring this nonsense to a school near you if it isn't there already. Their desire is to "teach" to the nation’s schoolchildren that climate change is very real and has as its source, human activity, even though that is far from having been proven. The disciples of this rather twisted religion feel completely justified in their efforts to shove it down the throats of our kids. Their little heads are now to be filled with all manner of highly dubious "climate change" garbage.



“For 20 years, we’ve helped teachers cope with what we can only describe as societal or political problems in teaching evolution. They’re running into the same opposition in teaching climate change,” NCSE Executive Director Eugenie Scott said. And just how, exactly, has little group "helped" teachers? Ms. Scott droned on saying, “We worry, because of our experience with evolution, that basic science is going to be compromised as a result of this political and ideological opposition. Good science needs to be taught.” What a bunch of ideological hogwash. Is this lunatic serious? The attempts that these clowns, like the esteemed Ms. Scott, continue to make in their effort to justify the brainwashing of our kids just never quite ceases to amaze me. What, exactly, makes them right and everybody else wrong. This climate change nonsense has repeatedly been shown to be nothing more than a hoax and at the same time a very purposeful attack on capitalism perpetrated by those on the left. It has been, and continues to be, thoroughly debunked, and yet we have people like this idiot, including our "Dear Beloved Leader," who absolutely insist that it is taking place and advocating the need to combat it, no matter the cost. How you combat something that doesn't exist?


Critics point out important distinctions between the defense of evolution and the promotion of climate change, since the latter carries more obvious and immediate policy implications. These global warming alarmists call for quick implementation of a broad range of federal policies to combat climate change, such as Barry "Almighty's" proposed “cap-and-trade” legislation. Although that measure is on hold, Barry's EPA stands at the ready to once again circumvent Congress, and therefore the will of the people, and implement by decree that which cannot get through the normal legislative process. In addition, the European "Socialist" Union has already put into place a law which requires all airline companies to pay for their carbon emissions during flights in and out of Europe. Officials at the United Nations, that bastion of anti-Americanism, have even called for a global tax on carbon dioxide emissions. Naturally, Ms. Scott maintains that the NCSE wouldn't be so bold as to advocate for teachers to push liberal policy solutions to climate change, but others fear that students will be targets of political indoctrination. Look, if experience tells us anything it's that liberal propagandists like Ms. Scott, will use any and all methods at their disposal in their attempt to manipulate and indoctrinate our children.


“If you say it’s man-made, you must be implying some solutions. [Climate change] is taught to promote a particular political point of view, and that’s the problem,” said Kathleen Porter-Magee, senior director of the High Quality Standards Program at the Thomas B. Fordham Institute, a Washington-based conservative education think tank. “It’s very different than the evolution debate. The whole evolution versus intelligent design debate very much relates to the issues of separation of church and state. Climate change is different because it doesn’t touch on that at all. It comes from an environmentalist perspective.” Ms. Porter-Magee said such efforts essentially amount to “the politicization of curriculum.” And she is 100 percent right! Even if schools don’t explicitly call for cap-and-trade or similar measures, she said, students could be bombarded with strong subliminal messages to take action against climate change. I think most of us would agree that it is not the job of teachers in our public school system to do anything other than to actually "teach" our children a sufficient understanding of the basics required for them to eventually become self-sufficient members of society. And yet they feel justified in taking certain liberties when defining what it means to "teach."


It's common knowledge that that which can be defined as pure propaganda, is already being peddled to school leaders in the form of supposed textbooks and other learning materials that seem to be geared toward younger and younger students. In fact the University of California at Berkeley, the loon capital of the country, currently operates the website globalwarmingkids.net, a subsection of its climatechangeeducation.org initiative. On this website, instructors can order “Global Warming for Young Minds,” a handbook aimed at 6 to 10-year-olds. It also offers “Let’s Stop Climate Change” DVDs, in which a hippopotamus named Simon encourages children to take action against global warming. Now while principals, superintendents and school boards retain the final say about what their students are taught, that fact doesn't really provide me with a warm and fuzzy. Because let's face it, knowing as we do that our public school system has morphed into what is today nothing more than a system of government sponsored indoctrination centers, are we really that confident that this crap will not make it into the hands of our kids? Very few teachers today actually teach, most see their role as being one that has them perpetuating a warped political philosophy that promotes the "common good." And those of us with children in these schools know how well that has worked out.


And we can always count on judges to muck things up even more, such as when a school board in Dover, Pa., voted in 2004 to require that biology classes teach creationism alongside evolution. Naturally the issue ended up before a federal judge, Judge John E. Jones III, a George W. Bush appointee, who ruled that intelligent design, by its nature, is a religious theory and its teaching in classrooms violated the First Amendment. “There is no comparable provision for climate change. It’s not unconstitutional to teach bad science,” Ms. Scott said. “I don’t see any legal recourse, as we have with the First Amendment for [the teaching of] evolution.” So I'm supposed to understand here that the "bad science" to which Ms. Scott refers, is the science that states climate change is not occurring, or if it is, it is not caused by humans. Anyway, I think we can safely assume that the NCSE, along with any number of other fringe groups, will soon embark on a public relations assault and if it is successful, climate change skeptics could be made to look like the crazies and most likely targeted for their beliefs. Many already have faced persecution with their reputations being destroyed and their lives left in ruins for no other reason than they chose to speak out against this continuing charade. Once again those speaking out must be silenced by any means necessary.


Frankly, I think it safe to say that today the single most dangerous environment for our children is, without a doubt, our public school system. And not only because of any potential violence that may occur there, but because no significant amount of actual learning is taking place there. Our kids today are "taught" such things as the "significant contributions" homosexuals have made to our country, but not about George Washington, the Founding Fathers or our Constitution. They're taught that America has been responsible for some of the world's worst atrocities through either sheer exaggeration of actual facts or the use of outright fictional accounts. There is nary a mention of all the good this country has done and how many people are living in freedom today because of this nation and the bravery of the soldiers it has sent into battle to protect those from tyranny. Climate change is far from being proven, and therefore should not be a topic of instruction, unless taught in the context of a fair and balanced discussion of it as a theory proposed by some and discounted by others. If this nonsense is going to be taught, then students should be allowed to arrive at there own conclusions free of they're being directed toward the outcome desired by their supposed teachers.