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.
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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.
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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.
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Socialisation-in-reverse
By transmitting their values to children, the scaremongers hope to channel children’s indignation into hostility towards older generations that are apparently destroying the planet. In the Copenhagen video we hear a child talking about her ‘anger’. When she says ‘I am only a child’, the implication is clear: adults have let children down.
Others go a step further and blame older generations for destroying the environment to such an extent that the survival of future generations is put in jeopardy. The message is that adults are greedy or stupid, or both. This downbeat assessment of adults’ behaviour has mutated into outright hostility towards the moral status of the older generations and their so-called ‘wisdom’. ‘Adults have ruined our world’, says the headline to an article in an online magazine targeting children. It warns that ‘adults are ruining the world we are growing up in’ and asks ‘how is climate change going to affect us as the next generation?’
A similar message is communicated by one of Britain’s leading green crusaders, who recently informed children that ‘your parents and grandparents have made a mess of looking after the Earth’, adding: ‘They may deny it, but they are stealing your future.’ Instead of serving as role models, adults are often castigated for setting a bad example to children. Is it any surprise that one headteacher who was charged with carrying out a review of behaviour in English schools in 2008 pointed the finger of blame for bad behaviour at adults who had ‘set a bad example to young people’? He observed that we ‘live in a greedy culture’ in which ‘we are rude to each other’, and ‘children follow that’. And if adults really do set such a negative example, how can they be entrusted with the task of preparing their children for the world they live in?
December 19, 2009
