NOTE THE ACTION ITEM FOR TODAY AT THE BOTTOM OF THIS ARTICLE.
On Wednesday Jan. 14, global warming activists will try to excise balance from West Virginia’s the K-12 climate science curriculum.
But the debate over global warming science is not settled — for example, everyone agrees that the climate models have been wrong.
The models’ failure shows that precisely how increasing CO2 may or may not impact the climate is unknown.
Scientists are still working on trying to explain the pause in global temperatures for the past 18+ years. There are some 52 explanations for the 18-year long pause that have been offered by climate scientists.
No prediction (e.g., extreme weather or global temperature change) by advocates of climate gloom-and-doom has yet come to fruition.
So the science is, obviously, very much open.
Because the science is open, it is wrong to teach children that the science is settled or that debate is over.
In any event, the field of science is not about received wisdom. Science is a process for studying our natural world. It is not about being compelled to learn politically correct dogma.
Children should be thought to think, analyze and reason. Children should be taught to question and debate. These are the hallmarks of science. Here are five hallmarks of non-science:
- Galileo was punished by the Inquisition for not accepting the received wisdom that the Sun revolved around the Earth.
- One-sided teaching of science happened in the Soviet Union — it was called Lysenkoism.
- The Nazis only taught German physics, rejecting the so called “Jewish physics” of Einstein.
- Premature closure of scientific inquiry led to the embarrassing Supreme Court-embraced consensus on eugenics in the early 20th century.
- The 45 million deaths that occurred during the Mao’s Great Leap Forward resulted in part from central planners being condemned to think dogmatically as opposed to scientifically.
Science is not about politically contrived consensus. It is the unending search for the truth about the natural world.
The notion that children can only be instructed in one side of the global warming controversy is a form of ideological child abuse.
Children should be taught HOW to think, not WHAT to think.
ACTION ITEM: Please e-mail your support for balance in the West Virgina climate science K-12 curriculum to Virginia Harris (email@example.com). E-MAILS MUST BE SENT BY 9AM, Jan. 14, 2015.