Bad moon rising

 

…from the quill of Antisthenes the Younger

It is frightening how the overt and covert totalitarians, and misanthropes of all shades of the rainbow utilise and misuse the normal human concern about the environment. It is nothing new, of course, the shamans and witches found out millennia ago. Their eco-successors use the proven method – scare them out of their wits:

Alarming climate  and eco-activist messages are saturating the British school system, according to a report by noted UK bloggers Andrew Montford and John Shade. On the same  day of the report’s publication, April 8, the response of UK Secretary of State for Education Michael Gove was to warn   teachers they are breaking the law if they fail to provide balanced coverage of climate change and similar issues. The affair suggests a similar independent inquiry into “climate teaching” in Australian schools would be worthwhile. Anecdotal accounts of brainwashing by activists masquerading as teachers in our primary and secondary schools are legion.”

Such an inquiry is about twenty years overdue. Unfortunately, we cannot expect that that pussyfooting Abbott would like it. He is a politician.

Montford runs the Bishop Hill climate blog and authored the earlier forensic study, The Hockey Stick Illusion. Shade is a retired statistician and physicist who focuses on climate indoctrination in schools worldwide.”

Hmm. Pity that Australia is only ‘world-narrow’.

Gove’s spokesman said,  “The Secretary of State read this report with concern. Ministers are clear that the new national curriculum must equip young people with the core knowledge they need to understand the weather, climate, the earth’s atmosphere, physical geography and the interaction between nature and the environment.

That means in both science and geography, pupils must learn the facts and processes which underpin public discussion of climate change. They must be equipped with the scientific knowledge to make their own judgments about political responses. They must not be directed towards a particular campaigning agenda.

Schools should not teach that a particular political or ideological point of view is right – indeed it is against the law for them to do so. Great care should be exercised to make sure information provided to students is scientifically rigorous. It is important that any material used in the classroom is rooted in science, not driven by the aims of a campaign.”

The UK conservative government is beginning to push back against activist indoctrination in the curriculum, legitimized by the Labour government in 2005-07. Last year it put out a draft revision of the National Curriculum for discussion, with less climate activism, but retreated under activist attack.

The new report says that children are being treated as political targets by activists who wish to change society in fundamental ways: “This is unacceptable whether or not they are successful.”

Among the report’s findings:

 

  • The  Climate Change Schools Project, included an activity for children to be given police officer-style notebooks. They were to ‘book’ themselves, friends or family members if they saw them wasting energy or performing other ‘climate unfriendly’ actions. This is reminiscent of Stasi philosophy in East Germany.

  • One Scottish education programme is intended to create teams of ‘eco- warriors’ (their term) who are involved in proselytising.

  • In a French A-Level language course, the French text set for translation reads, in English, “Nobody can deny it, scientists are unanimous and we see it every day: never in the history of humanity have the dangers been so great. . . We are in the course of meticulously destroying the air, the water, the climate. . . and the animals. You and your friends have a rendezvous with history. Become responsible consumers. . . and be advocates for life and citizens of the Earth.”

  • A revision guide for English adjectives gives zero marks for “global warming is bad” but if the student writes, “global warming is a serious and very worrying issue” it will be “much better – the adjectives will impress the examiner”.

  • A General Certificate of Secondary Education revision guide says, “Climate change isn’t something that is going to happen in the future – it’s happening now! Disasters, like the severe droughts in Niger, in sub-Saharan Africa, in 2005–06 and 2009, are wrecking people’s lives more and more frequently. And it’s going to get worse.”

  • A geography textbook suggests that climate change is worse than nuclear war, famine and plague — a claim taken directly from a pamphlet published by a ‘passionate’ green activist.  

  • A report of a joint visit to a Norfolk school by a group from the University of East Anglia — epicentre of the Climatergate scandal — and renewable energy companies  set out: “As the day begins, the students are informed that the Earth’s remaining reserves of fossil fuels have finally been exhausted and, as a result, the fabric of what we consider normal life has immediately started to crumble. No more light, no more heat, no more iPods. No more anything, in fact, meaning something needs to be done – and soon – before the world falls into total chaos.”

  • A physics question included: ‘I think wind turbines are a good idea as global warming from burning coal is an increasing problem and needs to be stopped.’

  • An economics paper included, “Explain why developed rich countries should provide money to poorer, developing countries so that they can reduce their CO2 emissions.”

 

The Montford-Shade report says, “We find instances of eco-activism being given a free rein within schools and at the events schools encourage their pupils to attend. In every case of concern, the slant is on scares, on raising fears, followed by the promotion of detailed guidance on how pupils should live, as well as on what they should think. …”

 “…In religious studies papers, students were asked for “two reasons why many religious believers are concerned about climate change. (4 marks)
…
(d) Explain actions religious people might take to look after the planet. (3 marks)”. Marks were to be awarded for students noting “The effects of climate change on life, e.g. loss of life, food shortages, devastation of livelihoods because of severe weather, droughts, floods, famine, destruction of crops, effects on plants and animals/long term effects/religious reasons – stewardship, dominion, responsibility, etc.”

 Marks were also to be awarded for students who saw the need to “protest when necessary/ join action groups such as Greenpeace and religious organisations which raise awareness/encourage others to protect the planet, etc.”

 “… An Environmental Science paper awarded marks for students making the incorrect statement that fossil fuels are running out.  Recycling is depicted in textbooks as always a positive thing to do, even if uneconomic or wasteful. Biofuels are advocated and costs ignored in terms of driving up food prices in poor countries. Scotland’s  climate-change education promotes  fiction films such as The Day Before Tomorrow (about a climate apocalypse) and The Age of Stupid (a man sits in a climate-devastated world in 2055, bemoaning his predecessors’ lack of care).”

 “… Children are also becoming fearful of the future. US and UK surveys have found primary school children pessimistic – sometimes losing sleep – about their future because of global warming. A sub-teen group was twice as worried about the climate, as about going on dates.

 The report’s authors recommend that concerned parents review the curricula, texts and visiting speakers (such as from World Wildlife Fund, and complain politely about bias and pessimism, and any  prejudice against growth and technology. Parents should urge schools to encourage children’s inquiring minds, it continues, rather than succumb to appeals to authority.”

 That’s easier said than done. Yes, one can raise the concerns politely, and the teacher will, probably listen politely, but your child will be marked down.The advice by parents in dictatorial, communist countries to their children will have to be dusted off and used – ‘don’t believe anything the teachers tell you, but say that you do’.

 “They say, “The seriousness of what we have seen is hard to overstate. The fact that children’s ability to pass their exams – and hence their future life prospects – appears to depend on being able to demonstrate their climate-change orthodoxy, is painfully reminiscent of life in communist-era Eastern Europe or Mao’s China.

 “Politicians seem to have given the nod to this process, effectively handing much of the curriculum to green activists. The question of whether what is taught in the classroom is scientific or political, balanced or biased, true or false seems to have gone unexamined…” / The Quadrant - Tony Thomas – Climate catastrophism for kiddies.

 Don’t expect anything from politicians. The Anthropogenic Global Warming scare is based on lies, and so are their careers. The bad moon is still rising.quill.1

 

 

*/ Creedence Clearwater Revival – Bad Moon Rising Lyrics

 

 I see the bad moon arising.
I see trouble on the way.
I see earthquakes and lightnin’.
I see bad times today.

Don’t go around tonight,
Well, it’s bound to take your life,
There’s a bad moon on the rise.

I hear hurricanes ablowing.
I know the end is coming soon.
I fear rivers over flowing.
I hear the voice of rage and ruin.

Don’t go around tonight,
Well, it’s bound to take your life,
There’s a bad moon on the rise.
All right!

Hope you got your things together.
Hope you are quite prepared to die.
Looks like we’re in for nasty weather.
One eye is taken for an eye.

Don’t go around tonight,
Well, it’s bound to take your life,
There’s a bad moon on the rise.

Don’t go around tonight,
Well, it’s bound to take your life,
There’s a bad moon on the rise.

 

About Antisthenes

A Greek philosopher, a pupil of Socrates. Led a revolt, with Diogenes, against the demands of the city-state and the sophistication of life. Accepted the interrelation of knowledge, virtue, and happiness; and sought the ideal condition for happiness in return to primitivism and self-sufficiency. Rejected all social distinctions as based on convention, scorned orthodox religion as a fabrication of lies, and studied early legends and animal life in order to arrive at a true understanding of natural law. The individual was free and self-sufficient when he was master of his passions, secure in his intelligence, impervious to social or religious demands, and satisfied with the poverty of a mendicant. Needless to say, a person who on the Fog of Chaos adopted the Athenian philosopher's name has nothing whatsoever in common with him.
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11 Responses to Bad moon rising

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  2. Horace Olney says:

    The Australian schools need a new broom, before it is too late.

  3. Andrew Wuthergill says:

    Oh my goodness! Impressive article dude! We no need no education!

  4. Deer hunter says:

    It’s the best time to make some plans for the future. The bad people, if not the bad times, are coming to a voting booth near you!

  5. Candy Kate says:

    Bad times coming for sure! I have just forwarded this
    onto a colleague who had been conducting a little research on
    this – human stupidity, actually.

  6. Minei Mo says:

    I cannot thank you enough for the blog article. Really looking forward to read more. Really Cool.

  7. nou thou says:

    Bad people are everywhere, but the environment and the human rights are their exclusive zone.

  8. Milan Thor says:

    Hi there, I enjoyed reading this. I wanted to write a little comment to support you.

  9. Major Griemann says:

    I visited many web pages however the clear thinking present at this web site most of the time is in fact superb.|

  10. Chris Byron says:

    Definitely!

  11. the raging doll says:

    The world is going down the drain.

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