“Give me four years to teach the children and the seed I have sown will never be uprooted”
From Kindergarten to College, New York Is Rethinking Climate Education
Five years ago, a UNESCO study of educational policies in 100 countries revealed that nearly half neglected to mention climate change. Even worse, only 23% of teachers felt able to properly address climate action in their classrooms. Yet, in a 2022 study published by the international organization the following year, students overwhelmingly expressed concerns about the way climate change was being—or not being—taught, especially since 70% of those surveyed said they didn’t feel they could explain what it is. Among their demands: to understand the human role in nature and how to take concrete actions to protect it; to learn through experiential and reflective ways of learning about sustainability and climate; for diverse aspects of climate change to be taught across subjects; and understand how climate change affects their particular geographic area as well as the world at large. (snip)
This past March, the New York State Board of Regents approved a statewide climate education mandate, placing climate education as an instructional requirement across all content areas, from kindergarten to grade 12. After a phasing-in period, all schools will have to submit verification to the state that as students move through grades K-4, 5-8 and 9-12, they’ve had some sort of climate education instruction that teaches the causes, impacts and solutions to climate change.
“They allow a lot of flexibility in terms of how it can be implemented, so it could either be through embedded instruction, which can be infused into required courses and subject areas, like science, math, social studies, etc.,” says Emily Fano, director of climate education at the National Wildlife Federation, who helped make this requirement a reality. “Or teachers can create a standalone course. It’s all about what schools have time for and what teachers have time to prep. It really also depends on how informed principals and superintendents are.”
Start them early, when they do not really know what’s going on, and they can be fully indoctrinated by the time they can vote.
Last semester in my oceanography class at CUNY not even 1 other person(besides the professor) had either watched or even heard of the film An Inconvenient Truth
Porter’s fears of mass indoctrination are just more fantasies involving that giant conspiracy that took away his beloved incandescent light bulbs outlawed his beloved firebird babe magnet and made him against his will vent his gas fireplace
And an entire childhood being taught that Jooooos are horrible enemies who need to be exterminated, and our good friends on the left cannot comprehend how the Israelis cannot live side by side with the ‘Palestinians.’