A few years ago at a social event I had a brief discussion with a secondary school teacher who happened to be on some sort of committee in Hannover which decided the textbooks the children at Lower Saxony upper secondary schools were to use.
On that subject I told her I thought that the geography textbook our children were using was designed to indoctrinate the kids on the subject of climate change, and that it dissuaded them from critical thinking on the subject. My opinion was that the schools should teach children, and not indoctrinate them.
Needless to say, I got quite a stern, German-style reaction. I’ll never forget the icy, piercing look in her eyes, one that made my grade school principal Arlene Simons look angelic by comparison. Parents, especially cowboys, obviously were not expected to question the state when it comes matters concerning the education of children.
The following is a letter written by a biology teacher, posted at Die kalte Sonne site. It was sent to one of Germnay’s larger textbook publishers: Ernst Klett Verlag.
From: Teacher of Biology and Chemistry [anonymous in order to avoid problems with colleagues]
Sent: 18 March 2015
Dear Ladies and Gentlemen,
Because the general contact-page at your website is blocked, I am using this address and requesting that you pass my comments on the subject of climate change on to the responsible editors:
In the preparation of my lessons (Biology Grade 7) in your textbook Prisma Biology 2, ISBN 978-3-12-068390-2, I came upon an illustration depicting the causes of climate change which I find to be unserious and unscientific. Under the heading, ‘The greenhouse effect is being enhanced’ one finds the following text: ‘Over the past decades scientists have been measuring a steady increase in greenhouse gases in the atmosphere. At the same time the average temperature of the earth has risen because the heat trapping gas barrier is getting tighter…“
Here the illusion of a causal relationship is being given, when this is everything but certain. Why do you not provide the development of the mean global temperature over the past? This would allow the pupils to see that warm periods have always occurred, long before man could have had an impact on the earth’s atmosphere. The pupils would be able to recognize that the climate in the Middle Ages was similar to today’s climate and that it provided significant benefits to the people living back then.
My view is that it is scientifically unserious to show only an increase over the last decades. Here it is being suggested that there weren’t any climate changes earlier.
Why don’t you show how little the share of man’s CO2 is in the earth’s entire CO2 budget?
Why do you not mention the ongoing discussion on CO2 climate sensitivity?
Why do you not mention that the global mean temperature of the earth has not risen over the past 18 years, even though the CO2 atmospheric concentration of the atmosphere has risen during the same period?
Why do you not mention that many studies have shown that in the past temperature increased first, and then CO2 and methane concentration followed, and thus the driving force for the earth’s temperature could not have been these gases?
And why do you fail to mention that the climate models, which projected a significant warming of the earth, have been proven false?
What I find to be especially manipulative and unserious is the exercise: ‘Evaluate the single information sources using this sentence: Who posted what, and with what intention, in the Internet?“ This is all about speculation and the manipulation of 13-year olds who do not yet possess the knowledge necessary for assessing the seriousness of a source in the Internet. It may very well be that the ideological stipulations of political parties may lead a school textbook publisher to depict the reality as such, so that it fits the political narrative. But this has absolutely nothing to do with science. Serious would be to show in a neutral manner the different views on climate changes of the last 150 years, side by side, and to provide as many of the known facts as possible.
Well, don’t expect the Lower Saxony Ministry of Education to give this letter an A+ by any means.
Today Germany’s kids are being told what they can be critical about, and climate science is certainly not one of them. Even the concerns of parents are being dismissed by what appears to be a state apparatus that has gotten excessively arrogant on the subject. Indeed it’s back to school – the old nasty German one of thought control.
And it’s unbelievable that the climate of intimidation in academia has become so aggressive that the biology teacher fears being identified, and thus chose to stay anonymous. This should make anyone pause and think.