Much is made of the fact that former "climate change" advocates have now defected to the side of reason. But much more needs to be done to defeat climate change propaganda. The latest defection, as we’ve noted here, is Michael Shellenberger, author of Apocalypse Never: Why Environmental Alarmism Hurts Us All. His arguments are well-documented but he’s been denied a voice in the major media.
The major media shut-outs are not the only way climate change skeptics are made non-persons and their arguments, studies and critiques of the prevailing view silenced. The most important search engine, Google does it, too. David Wojick tested it by searching his own works and those of other climate change skeptics on Google.
The pattern is obvious — attack the skeptics of climate change alarmism. The ever present use of the wacko DeSmogBlog attacks, usually in the top 5 items and often first or second, is actually pretty funny. But it is also telling, as is the going back many years to pick up attack pieces, while the informational pieces are far more recent. This pattern cannot be accidental; the algorithm is clearly tuned to discredit skeptics of climate change alarmism.
The interesting question: is this illegal? After all Google boasts that it has billions of dollars invested in renewable energy. Skepticism of alarmism probably threatens those investments. Deliberately discrediting people in order to protect or enhance your business interests sounds illegal to me. Maybe there is even a class action suit in this.
This censoring of contrary opinion on climate change is not merely a matter of free speech and inquiry. It’s critical, because it’s likely to be the next woke campaign—overturning western civilization by piling on the moral panic which has already led to such absurdities as denouncing terms like “master bedroom” and “blacklisting,” and demolishing statues of abolitionists because of some fancied connotations of slavery and racism. (I did Google Michael Shellenberger and see Google’s algorithms have not yet made him a non-person. His most recent works and statements are at the top.)
The censoring of climate skeptics is or should be of interest to more than those of us interested in this issue. It’s likely to be the next “woke” campaign theme. And the censoring is likely to be even more extreme. Using the Forbes deletion of Shellenberger’s article as a warning, the author, Ross Clark, concludes:
A US journalist who tried to find out why was issued only with the following statement: ‘Forbes requires its contributors to adhere to strict editorial guidelines. This story did not follow those guidelines, and was removed.’ It is not hard to decode: a bunch of climate alarmists decided that Shellenberger is inconvenient to their cause and have tried to cancel him by complaining to the website – and the website caved in...
The attempt to classify climate change ‘denialism’ as a hate crime has been coming for quite a while. The very use of the word ‘denial’ is an attempt to put anyone skeptical of climate alarmism in the same pigeonhole as holocaust deniers.
There are so many fine blogs on the subject, including The Pipeline, Wattsupwiththat, and Climate Audit, for example, the question no longer is who can refute the silliness of the doomsday movement, but how can we make our voices heard in the face of the media-attempted blackout and the education establishments’ embrace of climate alarmism?
School children are especially vulnerable to the climate-change movement, which is the genius of using Greta Thunberg to appeal to the public on this issue. She’s a modern Stephen of Cloyes who’d lead frenetic children on a disastrous endeavor—in this case abolishing the fossil fuels that keeps us living well. Her backers use her to inspire a repeat of the ill-fated Children’s’ Crusade, because children are so lacking in knowledge and experience an emotional appeal is most effective on them.
So, how do we reach the young formative minds? I went to the National Education Association’s website for its statement: “Climate Change Education: Essential Information for Educators.” It directs teachers to a series of reports by the National Oceanic and Atmospheric Administration, PBS, and the KQED Education network. Picking one such study at random, the NOAA study, teachers will learn things like this:
Impacts from climate change are happening now. These impacts extend well beyond an increase in temperature, affecting ecosystems and communities in the United States and around the world. Things that we depend upon and value — water, energy, transportation, wildlife, agriculture, ecosystems, and human health — are experiencing the effects of a changing climate.
Or, to take a second example, the KQED Education Network:
Scientists around the globe have noticed that over the last 40 years Earth, as a whole, has been warming. This phenomenon, known as global warming, is affecting regional climates differently. For example, some regions may experience warmer summers, while other regions may see winters with heavier snowstorms.
A rise in Earth's average temperature isn't always immediately apparent. For example, some places still get snowy winters, which might appear to contradict the idea of global warming. (Check out Andy Warner's comic to learn how global warming can actually lead to heavier snowfall). So, how do scientists know Earth is warming?
The NEA lists its “Green Partners,” among them:
- Earth Day Network
- Earth Echo International
- National Audubon Society
- National Environmental Education Foundation
- National Wildlife Federation
- North American Association for Environmental Education
- US Green Building Council
I stopped at the first, Earth Day Network, where I learned, “Our food system accounts for more than a quarter of all greenhouse gas emissions, making animal agriculture one of the largest contributors to climate change. Food production and consumption are rapidly deteriorating the planet. And what we’re eating is pushing the planet to the breaking point on climate change and deforestation.”
My point is as far as I can tell, the NEA guides for teachers rely on sources in which no countervailing opinions seem readily to appear, and often make assertions of fact which are simply untrue. This underscores what Paul Driessen wrote last year.
From kindergarten onward, our young people are repeatedly told that they, our wildlife and our planet face unprecedented cataclysms from manmade climate change, resulting from our fossil fuel use. The science is settled, they are constantly hoodwinked, and little or no discussion is allowed in classrooms.
They thus hear virtually nothing about the growing gap between computer model predictions and satellite temperature measurements; questions about data manipulation by scientists advocating the dangerous manmade climate change narrative; the hundreds of scientists who do not agree with the supposed “consensus” on manmade climate chaos; or the absence of any real-world evidence to support claims of carbon dioxide-driven coral bleaching, species extinctions, or the seemingly endless litany of ever more absurd assertions that fossil fuel emissions are making sharks right-handed, arctic plants too tall, pigs skinnier and salmon unable to detect danger, to cite just a few crazy examples.
It all seems hopeless.
I haven’t any brilliant notions of how to combat this propagandizing and enlisting half-formed student minds to the cause, but it should start with pressuring our federal agencies to stop producing, promoting on its own fact-free propagandizing, and funding outside groups to do the same. The agencies producing the pap the NEA recommends need to be monitored and forced to provide in its place more objective, documented material for the public. The NEA needs to be challenged regarding the sites and material it is endorsing. If you encourage teachers to teach nonsense, you’re paying them to mis-educate their students.
There is a multi-state effort to create new education standards that are “rich in content and practice, arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education.” A glance at the standards, arranged by grades, seem far more objective than the NEA site. States that have not signed on to this should be encouraged to do so.
Perhaps all of the climate-change-skeptical sites should consider a feature occasionally explaining the truth of "man-made climate change" in terms children (and their parents) can understand, a sort of Scholastic Science feature now and then.
In the meantime, the climate cult is turning out students like those at Milwaukee’s North Division High School, which holds regular school-sanctioned walkouts on topics like Climate Activism. (Only one student out of 105 there are proficient in English and only two are proficient in math.) Its most recent teacher-approved Red Guard-like march of the Milwaukee Public Schools was organized by “The People’s Climate Coalition" and specifically targeted Wells Fargo and Chase banks. Apparently they were singled out because they supposedly provided funding for fossil fuel companies. Parents and citizens should challenge the manipulation of students who certainly do not need time away from school to serve as leftist foot soldiers.
We skeptics can’t just talk to ourselves if we mean to bring greater support for rational energy and environmental policies, and we can’t persuade others they are being duped and misinformed if we don’t do more.