Catching students before they have learned enough to spot the flaws in the climate narrative is their goal.
It’s not a new tactic.
“Give me four years to teach the children and the seed I have sown will never be uprooted,” said Lenin.
The brilliant mathematician and CFACT contributor David Wojick writes in a pair of articles exclusive to CFACT.org, that despite their daunting institutional grip, the warming campaign’s goal of total educational hegemony is, fortunately, falling short.
“Last year,” David writes, “a major poll revealed that among high and middle school science teachers, at least a third are skeptical of global warming alarmism. They are teaching the real scientific debate.”
Moreover, David further explains, “The New York Times recently ran a long article complaining that President Trump quitting the Paris Agreement has emboldened high school students to be skeptical of climate change alarmism.”
Open minds among teacher and student alike?
Not a good thing in the NYT’s worldview.
Must students truly be taught the hectoring pronouncements of climate alarmists as incontrovertible truth, but be denied knowledge of the facts that expose their dogma?
More and more students and educators are thinking outside the politicized climate box.
As David Wojick enthuses, this is “good news” indeed.
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