Mike Green

Humans have an obligation to care for the environment in which we live. Children should be taught a basic knowledge of the relationship between man's need for survival and the earth's ability to produce those things necessary for our survival. But global warming alarmist propaganda is unsubstantiated fear-mongering that is irresponsible of any teacher to introduce into any class in an attempt to indoctrinate pupils into a personal perspective of the short or long-range ramifications of data over which scientists still debate.

The faith-based fanaticism of frothing-at-the-mouth doomsday soothsayers would have our children believe that unless they recycle their cans, trade in the family SUV for a bicycle, and plant a tree somewhere, the world will belch up enough greenhouse gases to choke out the atmosphere and kill them all within the next few decades. They base their faith solely upon the U.N.'s Intergovernmental Panel on Climate Change reports &

reports few teachers have even read. Nevertheless, the fear is ratcheted up so high in some schools that it isn't a stretch to imagine teachers and students alike someday soon protesting in the public square holding signs saying "the end is near."

While the debate over the consequences of greenhouse gases bubbles silently beneath the surface of conventional wisdom that enforces the false belief no such debate exists (see friendsofscience.org), numerous highly respected scientists maintain positions contrary to ridiculous assumptions being foisted upon gullible minds in some public schools. Some self-appointed "scientific" saviors seem to impart fear-based ideology to innocent children under the guise of protecting the environment.

If the science of global warming is to be taught at all, teachers ought to consider that scientists who have contributed to the IPCC's reports do not all agree on the consequences of the data, even when they agree on the data. But given the high-strung political climate regarding this issue that seeks to manipulate minds in an effort to push an agenda upon the coming generation, it seems quite reasonable that children should be taught science without the influx of influence of politics.

Further, teach children to steward the earth, without the fear.