This agenda can be found in teaching across the board – not just in obviously relevant subjects like science and geography but even in unrelated areas like French, Maths and English. It affects everything from field trips (often with an environmental theme, such as “sustainability”) to projects and film screenings (An Inconvenient Truth; The Age Of Stupid; The Day After Tomorrow) and even how well children perform in exams (with marks given automatically to children who “correctly” identify Carbon Dioxide as a major environmental threat).
The rot can be traced back at least as far as 1984, when Herbert London wrote Why are they Lying to our Children?
In his introduction, London wrote:
One evening more than a year ago I came home from university to find my elder daughter – then 13 – with tears streaming down her cheeks… When I gently inquired why she was crying, Staci said, ‘Because I don’t have a future’. [She] produced a mimeographed sheet suggesting that a dismal future – or none at all – is what awaits her…widespread famine…overpopulation…air pollution so bad everyone will wear gas masks…befouled rivers and streams…melting of the polar ice caps and world-wide devastation of coastal cities…an epidemic of cancer brought on by damage to the ozone layer…
This brainwashing became more widespread after the 1992 Rio Earth Summit, aided and abetted by useful idiots in John Major’s Conservative government such as former Environment Secretary John Selwyn Gummer (now Lord Gummer, a prominent eco-activist and investor in green technologies); then made even worse under Tony Blair’s Labour government which established a quango to advise on “sustainable” education and resulted in the study of sustainable development being made a compulsory part of teaching in geography, science, design and technology and citizenship.