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Educator: Students Learn Climate Advocacy, Not the Science

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Earth from spaceby ‘Somewhat Reasonable’, Western Free Press

For almost thirty years, I have taught climate science at three different universities. What I have observed is that students are increasingly being fed climate change advocacy as a surrogate for becoming climate science literate. This makes them easy targets for the climate alarmism that pervades America today.

Earth’s climate probably is the most complicated non-living system one can study because it naturally is an integration of chemistry, physics, biology, geology, hydrology, oceanography, and cryology and also includes human behavior by responding to and affecting human activities. Current concerns over climate change have further pushed climate science to the forefront of scientific inquiry.

What should we be teaching college students about it?

At the very least, a student should be able to identify and describe the basic processes that cause the climate of the Earth to vary from Pole to Equator, from the coast to the center of the continent, and from the Dead Sea Depression to the top of Mount Everest. A still more literate student would understand how the oceans, the biosphere, the cryosphere, the atmosphere, and the hydrosphere all integrate to produce our very complicated climate.

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© 2016 Western Free Press

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