-Caveat Lector- "Mark A. Smith" wrote: > > http://www.radioliberty.com/kjos2.htm > > ------------------------------------------------------------------------ > SAVING THE EARTH > > Excerpts from Brave New Schools by Berit Kjos > > * * * * * * > "In searching for a new enemy to unite us, we came up with the idea that > pollution, the threat of global warming, water shortages, famine and the > like would fit the bill.... All these dangers are caused by human > intervention... The real enemy, then, is humanity itself.1 Club of Rome (an > influential group of globalist leaders) > > * * * * * * > In the weeks surrounding Earth Day (April 22, Lenin's birthday), students > from coast to coast celebrate their spiritual connection to Mother Earth, > chant prayers to the Great Spirit, and imagine politically correct answers > to the unequal distribution of the world's resources. Using computers that > "simulate the real world," they recreate environmental disasters and "solve" > global problems. > > These dubious lessons share a common aim-. to persuade students to reject > Western culture and become advocates for new global beliefs and values While > this agenda makes little sense to those who view America from a traditional > perspective, it makes perfect sense to leaders seeking global laws that > would govern land, people, education, and consumption. > > A lesson in Clean Sweep, an environmental curriculum published by the Iowa > Department of Education, illustrates the bias behind environmental > education. The class divides into two groups: first, the world's current > population seated in a circle representing the earth; second, the "unborn" > people of the world. Played like musical chairs, the game instructs the > first group to gather natural resources whenever the music stops. > > Meanwhile, new children are "born", adding to the fast-growing "population" > consuming the dwindling resources. Guess what happens. The world runs out of > resources. > > Like most environmental classroom exercises, the game sounds logical but > distorts reality. Designed to change attitudes, it ignores scientific facts, > social statistics, and renewable resources.2 Yet, what it does is far more > dangerous than what it omits: it gives children an alarming view of an > imagined reality. They feel the exaggerated dangers. They agree to solve the > problem. > > To make sure the children understand that America is the villain of the > world, they discuss the main message: "The U.S.A. uses over 20% of the > world's resources. . . How do the others feel toward the U.S.A. in this > game?" Other questions prod the children toward these "right" conclusions: > America's demand for resources deprives poorer nations of their equal share. > Greedy nations must reduce consumption, block population growth, and make > whatever sacrifices needed for common good and planetary healing. > Genuine concern for the environment is needful, for ecological abuses do > destroy farm land, sea life, forests, and other resources-especially outside > the Western word. But since most environmental problems are local or > regional, they fail to serve the political purposes of global leaders who > want nothing less than global governance. > > Rousing whole nations to action, and inspiring a unified call for planetary > management requires global disasters like ozone holes3 and rising ocean > levels, not merely dying lakes and rivers. Globalist leaders know that well. > > "In searching for a new enemy to unite us, we came up with the idea that > pollution, the threat of global warming, water shortages, famine and the > like would fit the bill," declared members of the Club of Rome in a sweeping > 1991 report on global governance." All these dangers are caused by human > intervention.... The real enemy, then, is humanity itself." 4 > > Al Gore, who wrote a book to spread a similar message, said, "We must make > rescue of the environment the central organizing principle for > civilization."5 In Earth in the Balance, he calls for a "worldwide education > program" and a "panreligious perspective" based on "the wisdom distilled by > all faiths."6 > > Gore knows that common beliefs and values based on idealized (not factual) > models of earth-centered cultures are vital to planetary oneness. Just as > tribes, not individuals, owned the land and shared common values, so > government must control land, populations, and beliefs in the next decade. A > mythical "common good" must inspire the new policies.7 > > "We'd like to see the world a better place... to get some broad-based > support, to capture the public's imagination," said Stanford University > environmentalist Stephen Schneider. "That, of course, entails getting loads > of media coverage. So we have to offer up scary scenarios, make simplified, > dramatic statements and make little mention of any doubts we might have... > Each of us has to decide what the right balance is between being effective > and being honest."8 (Emphasis added) > > In other words, facts must yield to ideology. Excluded from public debate > are uncompromising scientists like Dr. Frederick Seitz, past President of > the National Academy of Sciences and recipient of the National Medal of > Science, who refuses to conform to the government agenda. > > "There is reason," writes Dr. Seitz, "based on sound scientific work, to > express doubt that we are in immediate danger from either global warming or > depletion of the ozone layer as envisaged by some extreme activists in the > environmental movement."9 > > Yet, environmental curricula and children's ecology books echo those scary > scenarios envisioned by the "extreme activists." Many blame parents for > exaggerated global problems. "They may deny it," says Captain Eco, the high > flying superhero of a large picture book called Captain Eco and the Fate of > the Earth, "but ... they're stealing your future from under your noses."10 > > Captain Eco takes two children on a tour of the damaged earth. After showing > them all the familiar abuses in the worst possible light, the captain points > them to the final mega-problem: "and that's YOU." > > "We're not that bad, are we?" they respond. > "Not you personally, but the whole human race. There are so many of you.... > Either you go on... polluting all over the planet... Or you can work toward > a better world.... Will you help me?"11 > > Lots of children are willing. They plant trees and clean river banks--which > is great! They join Kids for Saving the Earth, Kids for a Clean Environment, > Kids' in Nature's Defense, and the K-12 Network save the planet. They become > vegetarians, peace activists, and Enviro-Cops who receive badges and recite > oaths to protect the earth. They write letters by the thousands--to the > White House, to Congress, to local newspapers. . . . > > Spurred by activist teachers, students join worldwide environmental networks > through global computer links, which can tap into advocacy groups like > PeaceNet and EcoNet. Nearly 300 schools in 21 countries are linked through > the International Education and Resource Network (I*LEARN) which was formed > in 1991 when the Copen Foundation expanded its New York/Moscow project. Few > children are equipped to recognize the indoctrination. In order to resist > classroom pressures to embrace environmental globalism, children need to.... > > * Know science facts that expose false scenarios yet show practical > solutions genuine problems. For scientific data, read The True State of the > Planet: Ten of the World's Premier Environmental Researchers in a Major > Challenge to the Environmental Movement, edited by Ronald Bailey. > * Understand some of the political visions which fuel the environmental > movement. > * Remember that classroom computer programs and models don't simulate the > real world. At best they match environmental ideology. The programmers > decide what the computers will demonstrate. > > To avoid compromise with mythical thinking and earth-centered > environmentalism, children should watch out for songs, rituals, and myths > that encourage pantheism and earth worship. > > When God put humans in charge of his creation, He intended that we love and > care for it as He would, not abuse it. (Genesis 1: 26, 28, 2:15). To do our > part, we need to heed the Maker-not earthy spirits. By His life in us, we > can share His concerns and follow His caring ways before the watchful eyes > of the world. > > * * * * * * > > For more information about environmental education, read Brave New Schools > (Harvest House Publishers) by Berit Kjos. Available through Radio Liberty. > Call 1-800-544-8927 > > Endnotes: > > 1 Alexander King & Bertrand Schneider, The First Global Revolution (New > York: Pantheon Books, 1991), 115. > 2 For example, trees are a renewable resource. The fact that the USA plants > more trees than it cuts down is rarely, if ever, mentioned in environmental > curricula. > 3 Actually the ozone "hole" is not a hole at all. It is a seasonal thinning > discovered back in 1956 by Dr. Gordon Dobson. Each spring, after the long > sunless southern winter, the ozone layer thins over the Antarctica. > Conversely, it always expands after the southern summer when ultraviolet > radiation once again creates ozone. (The media didn't tell you that the > "hole" closes each year, did it?) The annual thinning varies from year to > year. In fact, less ozone was measured in 1985 than in 1990 though more > freon was used. Why? Scientific data indicate a strong consistent > correlation between ozone depletion and major volcanic explosions and other > natural factors. > 4 Alexander King & Bertrand Schneider, The First Global Revolution (New > York: Pantheon Books, 1991), 115. > 5 Steven Chapman, Chicago Tribune, October 8, 1992. > 6 Al Gore, "Earth in the Balance (Houghton Mifflin, 1992), 355, 258-9. > 7 Globalists would like the California Social Studies Framework. Twisting > the old meaning of "literacy," it requires students to demonstrate "Cultural > Literacy" (understand "the mytholigy, legends, values, and beliefs" of the > world's cultures), "Economic Literacy" ("understand...the problem of > scarcity" and how to determine "what, how, and for whom to produce" within a > planned economy), and "Geographic Literacy" ("Understand world regions" and > how people are "changing the land"). History-Social Science Framework > (Sacramento: The California Department of Education, 1988), 14-17. > 8 Jonathan Schell, "Our Fragile Earth," Discover (October 1989); 44. > 9 Dr. Frederick Seitz, Global Warming and Ozone Hole Controversies: A > Challenge to Scientific Judgment (Washington, DC: George C. Marshall > Institute, 1994), 25, 27, 33. > 10 Jonathan Porritt, Captain Eco and the Fate of the Earth (New York: > Dorling Kindersley, Inc., 1988), 5. > 11 Ibid., 46-47. DECLARATION & DISCLAIMER ========== CTRL is a discussion and informational exchange list. 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