When you send your child to grade school, high school or college, you should expect a certain level of education that is unbiased, allowing your child to think for themselves. Yes they need to learn facts but when there are multiple interpretations, reasonable alternatives should be presented. Climate change is one of those topics. First hand experience has shown me you may be surprised.
Back in June, Climate Depot reported about a UMASS Lowell student group that made some radical videos regarding CO2 and climate change. I took the opportunity to join the group to see what I could learn. The last 6 months have been a revelation.
To begin with, I checked out the types of posts that appear on their group’s page, UML Climate Network. For a group that appears to be guided by three faculty members, almost all
of the postings were from either the New York Times or a web site called Common Dreams. And all of the posts are made by the faculty members. There is also absolutely no discussion
from the students. Very curious.
I made two posts on the group site and both got through. There was no discussion about those, either from the students or the faculty advisors. Through subsequent emails they finally became aware of a “denier” in their midst. The Moderator appologized for letting me through and they said I was just lucky.
I continued to receive notifications of postings on the site and they continued to come primarily from Common Dreams. Most of the postings came from one faculty member so I responded to him directly with evidence that contradicted the postings. It wasn’t hard to dispute the type of junk they were posting but nothing I wrote or cited ever got posted on the Climate Network. They would not even post a paper co-authored by a UML Professor.
One example of an article from Common Dreams was this one, “Critters Moving Away from Global Warming Faster” by Seth Borenstein. As you can see they had several facts regarding “critter” movements. Some involved significant movements but the averages were far less indicating some moving towards the warming. I commented on this and I was told to “stick it where the Sun don’t shine”. Evidently, either a UML graduate or a 12 year old. You can read my comments on the page. Clearly, the readers did not understand simple math.
I complained bitterly to the UML faculty that as an institution of learning, they had a responsibility to share my postings with the students. Or at least sceptic literature. To not do this was institutional indoctrination, hardly in keeping with responsible educational principles. I tried to embarass them into posting some of the material I sent them until my primary contact asked me to never contact him again. I will comply.
I would think that the State legislature, the school officials and taxpayers might be concerned about the practices being used to brainwash UML students. The problem is I doubt seriously that any officials would be critical of the methodology. Taxpayers will probably be evenly split.
To further that perception, an article published today in the Dominion Post in New Zealand, by Bryan Leyland of the Internation Climate Science Coalition, shows acceptance that global warminig is caused primarily by human activity has become the majority position in the USA according to a recent poll. With educational policies like UMass Lowell being used across the country in institutions of higher learning, as well as in grade and high schools, is it any surprise that as students leave these programs, they take with them a biased opinion with little training to think for themselves.
In my own experience, I have seen this at Trinity, Yale and MIT and in the local school systems here and in surrounding communities. I hardly think UMass Lowell is unique in any way. The longer that the man made global warmers can delay their ultimate defeat, the more likely that we will see draconian measures taken as these students find their way into political positions. Who do you go to to argue for open science investigation? It seems that only Mother Nature will effectively make the necessary point.