The Shameful Abuse Of Children Via Climate Alarm Indoctrination

Posted on Thu 11/18/2021 by


By Dr. John Happs ~

Do not believe in anything simply because you have heard it.

Do not believe in anything simply because it is spoken and rumoured by many.

Do not believe in anything merely on the authority of your teachers and elders.

Hindu Prince Gautama Siddhartha. (563-483 BCE)

Climate science is complex and inter-disciplinary. When anyone challenges the alarmist claims of “climate catastrophe” or “anthropogenic global warming” (s)he is often met with the banal accusation of “not being a climate scientist.”  Not surprisingly, it has proved impossible to locate that mythical “climate scientist” who has equal expertise in oceanography, atmospheric physics, meteorology, astronomy, paleoclimate, hydrology, volcanism, geology, solar physics, climate history and other climate-related disciplines.

Research in all these areas is ongoing and necessary and we should reflect on the words of Donald Rumsfeld (1932-2021) when, in 2002, he said:

“There are known knowns; there are things we know we know. We also know there are known unknowns; that is to say we know there are some things we do not know. But there are also unknown unknowns – the ones we don’t know we don’t know.”

Rumsfeld could well have been talking about the many factors that influence the Earth’s climate. Some factors are reasonably well understood; other factors are known but are poorly understood whilst, there are inputs that influence global climate that we might not even be aware of yet. To argue that the minute (400 ppm) level of atmospheric carbon dioxide is the principal driver of dangerous climate change is to foolishly ignore the vast amount of literature that identifies other more influential factors.

Pointing to colourless, odourless, non-toxic carbon dioxide, a trace gas so essential for all life on Earth as a driver of catastrophic global warming is patently absurd yet such claims have become part of the political/ideological alarmist mantra that has little substance.

Of increasing concern is the fact that climate alarmist nonsense is being taught to many students at the primary, secondary and tertiary levels and Thomas Sowell might well have been talking about climate propaganda in schools when he said:

“Ours may become the first civilization destroyed, not by the power of our enemies, but by the ignorance of our teachers and the dangerous nonsense they are teaching our children.”

Unfortunately, dangerous climate nonsense is being taught in many schools, often by teachers with little or no qualifications in this complex area. Of more concern, children might well be taught by teachers who simply have an activist agenda that does not involve an impartial look at climate-related evidence.

Some New Zealand schools are teaching students about an imaginary climate crisis using activist materials with James Shaw, New Zealand’s climate change minister and co-leader of the Green Party saying:

“One of the pieces of feedback we’ve got from teachers around the country is that they’re really crying out for something like this, because kids are already in the conversation about climate change.”

In New South Wales, the Teacher’s Federation has encouraged teachers to support students missing schools to attend climate protests saying:

“Members are encouraged to attend a workplace meeting on 20 September – the day of the student-led Global Climate Strike.”


“Climate change is one of the most critical issues facing Australia and the world..”

Children are rarely taught about the extremely cold period, known as the Little Ice Age. Few hear about the much warmer Roman and Medieval Warm Periods and how various parts of the Earth have endured prolonged periods of drought, flood and ice incursions in the past. It’s likely that few teachers have taught about major factors that influence global climate such as fluctuating solar output, volcanic activity and periodic atmospheric oscillations in the Pacific, Indian and Atlantic oceans.

Before teachers promote climate alarmism, they need to understand that, amongst the list of significant factors influencing global climate, atmospheric carbon dioxide is right at the bottom yet we can understand the absurdity of students being taught that human activity is the major cause of climate change.  An absurdity perhaps first promoted by the scientifically illiterate Al Gore who ensured that many schools and media outlets received his grossly inaccurate DVD: “An Inconvenient Truth.”

Many students, teachers and politicians have seen Al Gore’s movie “An Inconvenient Truth” and there is little doubt that this movie had a major impact on the way many people think about climate change. The movie was deliberately dramatic and conveyed a sense of urgency about a need to act quickly to reduce carbon dioxide emissions in order to save the planet and all life on Earth from rapid temperature rise and threats from sea level rise, food reduction, extreme weather, disease, population displacement and a host of other (imaginary) problems.

An Inconvenient Truth won Al Gore an Oscar for best “documentary”, an Emmy and a Nobel Peace Prize. Those awards received much publicity and helped to cement the perception of the movie as being a reputable depiction of climate change and the emergencies the world is facing.

But, just how reputable is the movie?

Few people know that, in October 2007, school governor Stuart Dimmock, father of two sons at a UK state school, brought a court application to declare unlawful a decision by the then Secretary of State for Education and Skills to distribute to every state secondary school in the UK a copy of Gore’s film, An Inconvenient Truth.

Judge, Sir Michael Burton, sought independent scientific advice and closely examined the film An Inconvenient Truth in the High Court in London and found it to be littered with untruths.

Chief Justice Burton pointed out that the “apocalyptic vision” presented in the film was not an impartial analysis of the science of climate change and the film could only be shown in UK schools if it was accompanied by guidance notes to balance Gore’s “one-sided” views. He added that claims in the movie were made in “the context of alarmism and exaggeration”. He said that the “apocalyptic vision” presented in the film was politically partisan and not an impartial analysis of the science of climate change.

Burton pointed out the following errors in the film:

The movie claimed that melting snows on Mount Kilimanjaro was a result of global warming.  Justice Burton found no evidence to support this claim.

The movie claimed that ice core data showed that increasing levels of carbon dioxide caused temperature increases over 650,000 years.  Justice Burton found this to be incorrect and that carbon dioxide lagged temperature rise by 800-2000 years.

The movie suggested that Hurricane Katrina was caused by global warming.  Justice Burton found that it was not possible to attribute such one-off events to global warming.

The movie claimed that Lake Chad was drying up because of global warming.  Justice Burton found there was no evidence to support this claim.

The movie claimed that polar bears were drowning because of disappearing arctic ice.  Justice Burton found there was no evidence to support this claim.

The movie claimed that global warming could stop the Gulf Stream resulting in Europe moving into an ice age. Justice Burton found there was no evidence to support this claim.

The movie claimed that global warming has led to species losses along with coral reef bleaching. Justice Burton found there was no evidence to support this claim.

The movie claimed that sea levels could rise by 7m leading to the displacement of millions of people. Justice Burton found there was no evidence to support either claim.

The movie claimed that rising sea levels had led to the evacuation of certain Pacific islands to New Zealand. Justice Burton found there was no evidence to support this claim.

Although Justice Burton readily identified the above 9 errors, closer scrutiny of Gore’s movie reveals at least 35 “Inconvenient Untruths.”

Unfortunately, we can be confident that An Inconvenient Truth is still being paraded, without question, in a number of schools.

Of further concern is that many children are influenced by films narrated by Sir David Attenborough who has been instrumental in promoting lies about the demise of polar bears, walruses and the albatross. As polar bear expert Dr. Susan Crockford explains:

“Misleading narratives about starving polar bears and fabricated stories of dying walrus, used to support an escalating message of doom about the Arctic, are not supported by facts.”


“Attenborough did not verify any facts contained in the scripts he was paid to narrate and passed along misinformation to naïve viewers, including many young children.”

She added:

“David Attenborough bears the brunt of responsibility for the recent epidemic of ‘eco-anxiety’ among children and young adults.  Much of their misguidedly negative sense of how Arctic animals are fairing and their bleak outlook on the world come from the heart-wrenching but unverified stories found in Attenborough’s documentaries.”

Also of concern is the possibility that primary and secondary school teachers obtain misinformation about climate change from emotive newspaper reports.  As Thomas Jefferson wisely warned:

“The man who reads nothing at all is better educated than the man who reads nothing but newspapers.”

A number of teachers obtain some of their information about climate change from green literature and few would have the academic background to identify bogus alarmism promoted by green groups and so this nonsense is passed on to schoolchildren.  Propaganda is not education!

Cheryl Lacey is an education strategist and author of Marching Schools Forward (Connor Court, 2019). She made the point:

“Whether schools are being used by Al Gore, Cool Australia, Gillard, the Greens, or even the Liberal party, the truth is that schools have become nothing more than a playing field for power and wealth distribution. This ‘child abuse’ isn’t new.  Education’s been bastardised for at least 50 years: the Greens especially have deeply penetrated young minds. It’s no surprise that 90% of all schools are buying into Cool Australia’s propaganda. Just print and distribute. No teaching required. As for thinking? Impossible.”

Teaching about climate change must be about factual science rather than advocacy. Facts with empirical evidence are available to any teacher who takes the trouble to look for them and the following facts need to be presented to students in schools:

  1. Carbon dioxide has never driven global temperature at any time over the last 500 million years:
  2. When carbon dioxide levels and global temperatures have tracked closely, it is global temperature that drives atmospheric carbon dioxide levels. As ocean temperatures rise, carbon dioxide is released into the atmosphere. Numerous peer reviewed, published papers have demonstrated this, including:

Petit et al. (1999); Fischer et al. (1999); Monnin et al. (2001); Mudelsee (2001) and Caillon et al. (2003) all found a lag (where carbon dioxide levels increased after temperature rise.

  1. Climate model predictions are used as the main argument for global warming alarm yet satellite temperature measurement show that global temperature has remained largely stable since the year 2000. The Earth has been cooling (with fluctuations) over the last 65 million years.

The discrepancies between carbon dioxide concentrations and the anticipated warming rates resulted in the Intergovernmental Panel on Climate Change (IPCC) admitting their computer climate models are unreliable and incapable of predicting real world temperature changes.

  1. Climate alarmists say that on-going global warming is melting the Antarctic ice at unprecedented rates. In fact, the Southern Hemisphere ice extent has been increasing over the last 40 years and 10 Antarctic stations show cooling:

  1. Climate alarmists say that on-going global warming is melting the Arctic sea-ice at unprecedented rates. In fact, Arctic sea-ice always fluctuates as a result of changing wind patterns and ocean currents. Greenland ice core data show a 10,000 year cooling trend with some warming as we emerge from the Little Ice Age:
  2. Climate alarmists say that computer models have predicted future dramatic warming. In fact, computer predictions have proven to be hopelessly wrong:

Dr. John Christy presentation to the House Committee on Natural Resources.

  1. Climate alarmists say that 97% of scientists agree that there is a climate crisis. In fact, this claim has been totally discredited and tens of thousands of scientists have signed petitions to say there is no climate crisis.

In 1998 (and onwards) more than 31,000 scientists, including geophysicists, climatologists, meteorologists, oceanographers and environmental scientists, signed the Oregon Petition:

See also: “More Than 1000 International Scientists Dissent Over  Man-Made Global Warming.”   This can be located at:

  1. Climate alarmists say that wildfires are increasing in number and intensity. In fact, the UK Royal Society has noted that there is less fire in the global landscape today than there was in the past.

NASA satellite data show no increase in wildfires over the last 20 years and Forestry professor Dr. David Smith said:

“Government wildfire data shows that the scale of U.S. wildfires has decreased dramatically since 1930 ..”

  1. Climate alarmists say that heat waves across the US are increasing. In fact, the EPA’s Heat Wave Index shows heat waves declining:

  1. Climate alarmists say that extreme weather events, such as hurricanes are increasing. In fact, hurricane data show no increase:
  2. Climate alarmists say that sea level is rising dangerously. In fact, sea level data from Fort Denison, Australia show no dangerous increase:
  1. Climate alarmists say that oceans are becoming more acidic. In fact, no ocean is acidic since seawater has a pH of around 8.1 and, should oceans warm, they would simply outgas carbon dioxide, making them more alkaline.

  1. Climate alarmists say that global warming is threatening food supplies. In fact major crop yields are increasing around the world, assisted by rising atmospheric carbon dioxide levels:

Teachers need to bear in mind the following comment from the respected theoretical physicist Dr. Richard Feynman (1918-1988) who said:

“If you make a theory, for example, and advertise it, or put it out, then you must also put down all the facts that disagree with it, as well as those that agree with it.”

None of the scare-mongering about climate change, extreme weather and mass extinctions have any basis in fact and teachers need to point out to their students that the world has clearly become a much better place in the past 100 years. Teachers need to show students the evidence that:

Increasing levels of atmospheric carbon dioxide have led to the greening of deserts:

Increasing levels of atmospheric carbon dioxide are leading to Increased fertilisation with benefits to agriculture.

It should be pointed out to children that, should the planet warm, this would result in:

Longer growing seasons; More exotic fruits growing in places such as the UK; Increasing yields of wheat and other crops in the Canadian-Siberian tundra; Global food yields will continue to outstrip demand; Lower heating costs and fewer cold-related deaths; More people playing outdoors leading to healthier lifestyles; Plants and animals will be able to live in more northerly and more southerly latitudes and growth in tourism as more hospitable climates become available.

The shameful exploitation of children has been part of the catastrophic anthropogenic global warming scheme, starting with the United Nations (UN) and its Trojan Horse, the Intergovernmental Panel on Climate Change (IPCC)

The former chairman of the political/ideological Intergovernmental Panel on Climate Change (IPCC), Dr. Rajendra Pachauri unashamedly proposed that focussing on children should be the top priority for bringing about societal change. He wanted children to shame adults into doing the “right thing” about climate change.

The United Nations Children’s Fund (UNICEF) claims that:

“UNICEF works in over 190 countries and territories to save children’s lives, to defend their rights, and to help them fulfil their potential, from early childhood through adolescence.”

Unfortunately, the UNICEF manual on climate change education supported the idea of using children to become “agents of change.”

At the Rio Earth Summit in 1992, it was made clear that education was central to the success of the UN’s sustainability agenda and there is no doubt that many children have become worried about what they are hearing about climate change from their teachers and green activists. These people want to change society according to their whims, regardless of the “eco-anxiety” they cause. The term “eco-anxiety” has been defined by the American Psychological Association as: “A chronic fear of environmental doom.”

According to a new survey from the Royal College of Psychiatrists, over one half of psychiatrists surveyed in England are seeing children and young people distressed about the (imaginary) climate crisis and the state of the environment.  For instance, 16 year old Charlotte said:

“The climate crisis is terrifying and confusing. There are a lot of emotions to cope with. I have felt powerless to do anything, sad about what we are losing and guilty about my own impact.”

Although promoted by green zealots and some politicians, the media can shoulder much of the blame for the fear of “eco-anxiety” instilled in children by printing the views of extremists such as Ingrid Newkirk of People for the Ethical Treatment of Animals who said:

“Mankind is a cancer; we’re the biggest blight on the face of the earth. If you haven’t given voluntary human extinction much thought before, the idea of a world with no people in it may seem strange. But, if you give it a chance, I think you might agree that the extinction of Homo Sapiens would mean survival for millions if not billions, of Earth-dwelling species. Phasing out the human race will solve every problem on earth, social and environmental.”

A 2016 survey of 1,500 schools across the US asked middle and high school science teachers about their discussions of climate change in their classrooms. The survey was carried out by the National Center for Science Education.

Approximately half of the teachers indicated that they teach students that human activity is causing catastrophic climate change along with the other false claim that 97% of scientists agree that burning fossil fuel is driving global warming.  Only 5% of the teachers said they don’t discuss causes of climate change at all.

Of more concern is that, in 2011, the Public Schools Board of Portland, Oregon recommended that:

“The implementation plan should include a review of current textbooks for accuracy around the severity of the climate crisis and the impact of human activities. PPS will abandon the use of any adopted text material that is found to express doubt about the severity of the climate crisis or its root in human activities.”

Movements such as Youth Strike 4 Climate have seen the mass marching of students through the streets to protest against the lack of action on imaginary catastrophic global warming.

Student “marches against climate change” have been encouraged by media alarmism and inspired by the likes of Greta Thunberg, that naive girl who has been shamefully exploited by green zealots, some politicians and United Nations officials.  Brendon O’Neil observed:

What they have done to Ms Thunberg is unforgivable. They have pumped her – and millions of other children – with the politics of fear. They have convinced the next generation that the planet is on the cusp of doom. They have injected dread into the youth.”

But who is “pumping her and millions of other children with the politics of fear?” and where do those teachers who promote climate disaster obtain their information?

Unfortunately, in the face of pressure and propaganda from green groups and the media, highly questionable material, masquerading as fact can easily infiltrate the classroom.

Teachers are not likely to get their climate information from the peer-reviewed published literature and it’s unlikely that many teachers have seen the following:

Popular 1350+ Peer-Reviewed Papers Supporting Skeptic Arguments Against ACC/AGW Alarm:

It’s clear that the growing body of children’s concerns about climate change is being fed by green groups such as Insulate Britain. The group’s spokeswoman Zoe Cohen told BBC Radio 4’s Today programme:

“The protesters understand the risks they are taking because we have tried everything else to make the government protect us from the predicted impacts of climate chaos”.

Green groups have always seen schools as their best recruiting grounds, with climate misinformation coming from websites such as Cool Australia, serving up foolish comments such as:

Our energy is mostly produced by burning fossil fuels. This burning has a range of environmental, social and economic implications. One of the most significant impacts is the emission of greenhouse gases that contributes to the enhanced greenhouse effect and climate change.”

The World Wildlife Fund (WWF) tells us that:

“Species all over the world are being affected by changes in weather and climate including heatwaves, drought, and flooding. Join Nikhil to learn what’s causing these changes..”

The Australian Youth Climate Coalition (AYCC) claims that:

Our mission is to build a generation-wide movement to solve the climate crisis.”

Greenpeace Australia want you to “Help stop the climate crisis.”

Not surprisingly, we are told that our donations can help solve a number of non-problems, such as:

“Australia’s beautiful Great Barrier Reef has experienced its third mass bleaching in five years. With 60% of reefs affected, it’s the most widespread ever recorded. 

The reckless burning of fossil fuels is continuing to warm our oceans and threaten the most magnificent living structure on the planet, and all the creatures that call it home. Please give now to fight the destruction of our Great Barrier Reef.”  (My emphasis).

Extinction Rebellion states that they are:

“A decentralised, international and politically non-partisan movement using non-violent direct action and civil disobedience to persuade governments to act justly on the climate and ecological emergency.”

The collective cry from a number of these organisations could well be:

Send us your money and we’ll save the planet.” 

We shouldn’t forget China, a country that stands to gain from western climate hysteria. China has no intention of decarbonising its economy but will gladly sell us inferior technologies such as so-called electric cars along with wind turbines and solar panels while they build 95 new coal-fired power stations. At the same time, China promotes activities such as the Sino-American Youth Dialogue on Climate Change, specifically designed to promote climate alarmism among American child activists.

In 2021 the Committee of Sino-American Youth Dialogue on Climate Change sent out a letter to young activists including the following message:

Dear students

“With rapid growth of the global population and the continuous expansion of the world economy, carbon dioxide emissions in the atmosphere have surged. Extreme disasters induced by global warming keep popping up. The world is undergoing irreversible climate change. It is in everyone’s stake to protect the planet we call home.”


“In the context of the ever-worsening climate crisis, China and the United States have stepped up to address the issue of climate change.”

The full letter can be located here:

Chinese politicians know that the baseless climate hysteria in western nations have already led to pointless expensive policies that will benefit China and disadvantage the west.

Emissions from China, India and Indonesia easily eclipse the emissions from Europe, Australia and the United States with China planning to add 200 GW of coal-fires capacity by 2025. China has no intentions of ruining its economy whilst actively encouraging gullible western nations to reduce their manufacturing capacity.

It’s almost as if China is willingly assisted by Australian climate alarmist bandwagons such as Australia’s self-appointed Climate Council which, without any empirical evidence, claims that:

“Increasing global heat, driven primarily by the burning of fossil fuel is exacerbating extreme weather events around the globe. Find the latest news and on the links between extreme weather and climate change, and how these impacts are affecting people in Australia and around the world right now.”

We see that the Climate Council’s Chief Councillor is none other than mammal paleontologist Dr. Tim Flannery. His alarmism is surpassed only by his ability to make spectacularly wrong predictions that are well documented.  Flannery’s fatuous comments, hypocrisy and failed predictions are on record:

Gullible school children have been whipped into a frenzy over imaginary climate catastrophe leading to an “army” of green climate activists seeking climate strike action. Alarmist reports and pseudo-science from green groups and the media have fed the unsubstantiated climate concerns as seen in comments by Sydney Year 10 student Jean Hinchcliffe who said:

“I mean I’ve spent my life growing up surrounded by this constant news of polar ice caps melting and the Great Barrier Reef dying and animals losing their homes and bushfires and floods.”

Greta Thunberg is likely to know as little about climate science as her teenage followers but continues to be urged on by her parents, UN officials and many others who stand to gain by the promotion of baseless climate alarm.

Dr. Laurent Alexandre has commented that:

“The young people who follow Greta Thunberg are the useful idiots of the green dictatorship much in the same way Lenin called left-wing bourgeois “useful idiots of the revolution” and that the failures of all Marxist models have “left the anti-liberals in turmoil.”

Australia’s Prime Minister Scott Morrison has expressed his concerns about the indoctrination of children over climate issues, saying:

“I want children growing up in Australia to feel positive about their future, and I think it is important we give them that confidence that they will not only have a wonderful country and pristine environment to live in, that they will also have an economy to live in as well.”


“I don’t want our children to have anxieties about these issues. I like them to make up their own mind but I also like to give them reassurance because the worst thing I would impose on any child is needless anxiety. They’ve got enough things to be anxious about.”…nberg-speech-by-warning-children-against-needless-climate-anxiety

The current promotion of climate change alarm is reminiscent of the other false alarms and anxiety children have had to endure over the years and Dr. Matt Ridley has summed up the current alarmist nonsense:

“Almost every global environmental scare of the past half century proved exaggerated including the population “bomb,” pesticides, acid rain, the ozone hole, falling sperm counts, genetically engineered crops and killer bees. In every case, institutional scientists gained a lot of funding from the scare and then quietly converged on the view that the problem was much more moderate than the extreme voices had argued. Global warming is no different.”


“Indeed, so many environmental scares have gone the way of the dodo, and yet here we are again, watching some people freak out about another one, and with wholesale planetary warming not cooperating as predicted, they are starting to see climate bogey-men in every weather event. It seems the fear of weather from the dark ages has returned to the mindset of some irrational thinkers.”

As common sense predicted – none of the threats from the past came to anything, but the damage to the minds of many children was evident and the current imaginary climate crisis is leading to similar damage, encouraging Herbert London to write:

“One evening more than a year ago I came home from university to find my elder daughter – then 13 – with tears streaming down her cheeks. . . When I gently inquired why she was crying, Staci said, ‘Because I don’t have a future’. [She] produced a mimeographed sheet suggesting that a dismal future – or none at all – is what awaits her. . . widespread famine. . . overpopulation…air pollution so bad everyone will wear gas masks… befouled rivers and streams…melting of the polar ice caps and world- wide devastation of coastal cities…an epidemic of cancer brought on by damage to the ozone layer. . . “

In 1984 London wrote his book:  Why are they Lying to our Children?

Journalist, the late Christopher Booker, recounted an email he received from the mother of a student who fell victim to the climate propaganda at one English school. Booker recounts:

“Her son is “an excellent scientist” who got “straight As” on his other science papers, but he is also “very knowledgeable about climate change and very sceptical about man-made global warming”. His questioning of the sources earned an “E”, the lowest possible score. His mother then paid £60 for his paper to be re-marked. It was judged to be “articulate, well-structured” and clearly well-informed, but again he was marked down with “E” for fail.

This young man’s experience speaks volumes about the way the official global-warming religion has so corrupted our education system that it has parted company with proper scientific principles.”

Dr. Sue Stocklmayer, Director of the Centre for the Public Awareness of Science at Australian National University in Canberra, observed how:

“…climate change had been presented as a doomsday scenario and too much time was spent presenting scary scenarios, especially to young people”.


“To put all of this before our children . . . is one of the most appalling things we can do to children.”

Teachers take note!  Examples of past failed predictions, promoted and exaggerated by the media to scare the public, should be conveyed to all school children who are being served up the climate alarm nonsense.

There is some good news. A study published in the journal Science showed that a number of teachers are not prepared to indoctrinate their students with the political and alarmist position on climate change. Some are actually teaching students that there are many factors, other than carbon dioxide, that are controlling global temperature.

There are hopeful signs that some governing bodies are now legislating to ensure that balance is established in schools when teaching about climate change and that it is immune from politics and free from:

“.. the views of environmental groups that have lobbied the school board for many years.”

Bills in South Dakota, Maine and Virginia are now addressing this problem with Virginia legislators noting that:

“Some teachers are abusing taxpayer dollars to “speak to captive audiences of students in an attempt to indoctrinate or influence students to adopt specific political and ideological positions on issues of social and political controversy … under the guise of ‘teaching for social justice’ and other sectarian doctrines.”

We do not want a generation that lacks basic critical thinking skills. Nor do we want students who cannot differentiate between green propaganda, politics and actual evidence.

Former prime minister John Howard, speaking at the launch of Dr. Ian Plimer’s book: “How to Get Expelled From School”, criticised climate alarmism and made the comment:

 “There is a problem with the one-sided science being taught in schools.”

He went on to say:

“The epitome of the corruption of the language in this debate is the use of the word “denier”. And we all know that when you use the word denier in the context of any generation represented in this room, you are talking about people who denied the deaths of 6 million Jews in the Nazi extermination camps.”

Geoscientist Dr. Michael Asten commented on the blatant bias in the teaching of climate change:

“The presentation of conclusion as incontrovertible fact, coupled with the use of derogatory terminology for the “other side”, fails to provide our future scientists with an appropriate sense of the scientific method of objective argument, hypothesis and experimental method or produce that inspiration which comes from studying scientific controversy.”

Parents need to find out exactly what climate information is being taught in schools their children attend to see if green propaganda is being offered  as “science.”  Should this be the case, then parents might need to contact the school principal, taking steps to ensure that climate facts are taught rather than green nonsense masquerading as science.

Dr. John Happs M.Sc.1st Class; D.Phil. John has an academic background in the geosciences with special interests in climate, and paleoclimate. He has been a science educator at several universities in Australia and overseas and was President of the Western Australian Skeptics for 25 years.