Monday, Dec 21st, 2009
There is a long and sordid tradition of trying to socialise children by scaring them. The aim of such socialisation-through-fear is twofold: firstly, to get children to conform to the scaremongers’ values; secondly, to use children to influence, or at least to contain, their parents’ behaviour.
When I was a schoolchild in Stalinist Hungary, we were frequently warned about the numerous threats facing our glorious regime. I also recall that we were encouraged to lecture our errant parents about the new wonderful values being promoted by our brave, wise leaders. The Big Brothers of the 1940s saw children as tools of moral blackmail and social control. Today, in the twenty-first century, scaremongers see children in much the same way, exploiting their natural concern with the wonders of life to promote a message of shrill climate alarmism.
If you want to know how it works, watch the official opening video of the Copenhagen summit on climate change (see below). Titled ‘Please Help The World’, the four-minute film opens with happy children laughing and playing on swings. A sudden outburst of rain forces them all to rush for cover. The message is clear: the climate threatens our way of life. It then cuts to a young girl who is anxiously watching one TV news broadcaster after another reporting on impending environmental catastrophes. Then we see the young girl tucked into bed, sweetly asleep as she embraces her toy polar bear… but suddenly we’re drawn into her nightmare. She’s on a parched and eerie landscape; she looks frightened and desolate; suddenly the dry earth cracks and she runs in terror towards the shelter of a distant solitary tree. She drops her toy polar bear in a newly formed chasm and yells and screams as she holds on to the tree for dear life. The video ends with groups of children pleading with us: ‘Please help the world.’ You get the picture.
Although this video is a product of the gathering at Copenhagen, it is typical of the kind of propaganda that is constantly directed at children these days. In a world where moral education seems to be exhausted, where teachers are reluctant to judge or to explain the difference between right and wrong, environmentalism has become one of the few values that educators feel comfortable with. Which is why environmentalism and its values now saturate the school curriculum in Britain and some other countries, too.
In medieval times, religion was central to the teaching of virtually every subject. Students were left in no doubt where the church stood on the smallest details of every topic they were learning about. Today, environmental concerns have been integrated into the curriculum, to the point where they often dominate subjects like geography, science and Personal Health and Social Education and intrude into history and literature, too. The growing significance of environmental issues in the school curriculum is directly proportionate to society’s broader moral illiteracy and loss of purpose. Today, even religious studies often appears as a sub-branch of the dogma of environmental alarmism.
“When the people find they can vote themselves money, that will herald the end of the republic.” – Fall Of The Republic – Buy the DVD here
This article was posted: Monday, December 21, 2009 at 12:02 pm