Conservative Groups:
The following is a list of the
most prominent conservative groups criticizing environmental education. Included is their
Internet address and a description of their policies and activities as taken, usually
taken verbatim, from their web site.
Summaries/commentaries of any pertinent information found on the site
specifically referring to environmental education are also provided.
1.
American Legislative Exchange Council - http://www.alec.org/
·
Nation's largest,
bipartisan, individual membership association of state legislators
·
Legislative Network
enables lawmakers to meet counterparts in other states and gain knowledge from
leading public policy and business leaders
·
Goal is to ensure
that members are well armed with accurate information, current research and the
innovative ideas that will keep them on the cutting edge of the public policy
debate
·
Services to members
include:
·
·
Publications to keep
members informed on the ideas, issues, and people setting the terms of debate
in the states and nation
·
Two conferences each
year with workshops on current issues featuring leading experts, public
figures, and elected officials
·
Has written model
legislation entitled "The Environmental Literacy Improvement Act"
which includes the following information to be used by states to develop their
own EE legislation
·
Purpose: "…enhance
and improve the environmental literacy of students and citizens in the state by
requiring that all environmental education programs and activities conducted by
schools, universities, and agencies shall…." and then goes on to list ten
objectives such as "be based on current scientific and economic
principles, concepts and facts" and be "presented in language
appropriate for education rather than propagandizing"
·
Duties and powers of the "Environmental Education Council"
including
·
Advise schools,
universities, and agencies conducting EE programs and activities
·
Establish a resource
center that lists only those EE materials that conform to the purpose of this
act
·
Seek countervailing
scientific and economic views on environmental issues and make materials that
contain these views available to organizations
·
Issue a report of
its findings to the public and the Governor and Legislature each year
·
Establish a process
by which parents and citizens will be able to appeal to the Council for a
ruling on whether textbooks and curriculum materials are adhering to the
purposes of this act
·
Required
expertise of the council members in the
following areas in the listed proportions:
·
40% natural sciences
(not environmental science)
·
40% economic
sciences
·
20% educational
curriculum
·
Definitions:
·
"Environmental
education means educational processes, programs and activities which are
specifically designed to enhance student acquisition of knowledge of scientific
and economic principles, concepts, and facts as they relate to environmental
topics and issues and which are taught in an unbiased, fair, and balanced
manner"
·
"current
scientific and economic principles, concepts and facts means scientific and
economic information that either has been updated within the last five years or
has not shown to be out of date
This model legislation from ALEC
was referenced in an article from The Heritage Foundation as being recommended
by Michael Sanera and CEER as a means for other
states to follow in
2.
Links
to a page which only explains its grant packages but seems to be the only place
to find the names, professions, and address/contact information for the members
of the council.
3.
Arizona State Land Department - http://www.land.state.az.us/
Mission
is to manage state trust lands and resources to enhance value and optimize
economic return for the Trust beneficiaries, consistent with sound stewardship,
conservation and business management principles supporting socio-economic goals
for citizens here today and generations yet to come; to manage and provide
support for resource conservation programs for the well-being of the public and
the state's natural environment.
Administers
EE programs/funds & includes info on the Arizona Advisory Council on
EE:
The background information about grants financed by the
Arizona Environmental Special Plate Fund including Fast Track Grants, Regular
Grants, the Class Environmental Research Contest, and the Arizona Advisory
Council on Environmental Education is provided in their grant manuals.
A. History of the
Environmental Special Plate Fund
The Environmental Special Plate Fund was established by
law in 1990 to be used to support environmental education. Public concern with
the implementation of this law caused the Legislature to pass the following
statutory changes:
1994: Language
was deleted which required that environmental education curricula “develop
positive attitudes and values toward the environment and encourage civic and
social responsibility toward environmental issues.” Instead, the Legislature
required that all programs must “be designed to help pupils develop an
understanding of the scientific and economic concepts which impact on environmental
and natural resource issues.”
1995: The K-12
mandate to teach environmental education was repealed. School districts which
opted to teach environmental education were required to base their
environmental education program on “current scientific information” and to
“include a discussion of economic and social implications” of the environmental
and natural resource issues as they relate to this state and its citizens.
Furthermore, “environmental education” was defined by statute as the
educational process of dealing with “the relationships of humans to their
natural and artificial surroundings and included the relation of population,
pollution, resource allocation, conservation, transportation, technology and
resource production to the environment.”
1996: “Current
scientific information” was defined in the statute as “Scientific information
that either has been updated within the past five years or has not been shown
to be out of date.”
1997 Language was added which requires that all
environmental education projects funded under the AACEE grants program must be
“conducted in a balanced manner.” In addition, all grantees must submit a final
report to the AACEE “by July 1 of the year following the year in which the
grant was made. Any entity that fails to submit this report is not eligible to
receive additional grants pursuant to this paragraph until the report is
submitted.” Using this statutory
guidance, the AACEE developed the enclosed grant program that seeks to improve
the environmental education literacy of
B. Legislative
Authority of the AACEE
The AACEE was established to facilitate coordination and
planning with public and private agencies and institutions on environmental
education goals. The AACEE is also
charged with the development and implementation of an equitable system of
evaluating and funding requests from individual public, charter and alternative
school districts and natural resource conservation district environmental
education centers. Grant requests from non-parochial private organizations that
have established joint research ventures with eligible schools to provide
instruction in environment education will also be considered. The Arizona State
Land Department provides administrative support to the AACEE.
1 Adapted from “Environmental Education Materials ‘ Guidelines for Excellence’” by North American Association
for Environmental Education, November 1996, p. 5-6.
These guidelines should be consulted by parties
preparing grant applications to be submitted to the AACEE. They provide
guidance for meeting requirements of the Arizona statute governing AACEE grants
which mandate that projects and programs funded by AACEE be “conducted in a balanced
manner” and be “based on current scientific information.”
FAIRNESS AND
ACCURACY:
Environmental education materials should be fair and
accurate in describing environmental problems, issues, and conditions and in
reflecting the diversity of perspectives on them.
3. Factual Accuracy
Environmental education materials should reflect
recognized theories and established facts about subjects and issues.
What to look for:
a. Sources of factual information are clearly
referenced.
b. Data is drawn from current and identified sources of
information. (Knowing the
source of information can aid in judging
its trustworthiness or identifying possible
bias.)
c. Factual information is presented in language
appropriate for education rather than for propagandizing.
d. Information comes from primary sources - which
provide context, documentation, and explanation - rather than from reviews or
newspaper articles that simply provide bits
and pieces of arguments or evidence.
e. A range of experts from appropriate fields reviewed
the materials or participated in heir development in another way. The materials
include a list of the people involved in the development and review and also
identify their areas of expertise.
4. Balanced Presentation of Differing
Viewpoints and Theories
Where there are differences of opinion or competing
scientific explanations, the range of perspectives should be presented in a balanced
way.
What to look for:
a. Proponents of differing viewpoints reviewed the
materials or helped develop them in another way. The materials include a list
of the people involved in the development and review and their organizational
affiliation.
b. Opinions or policies of an agency or organization are
clearly identified.
c. Scientifically credible positions and explanations
are covered thoroughly, while other positions are also mentioned. (Balanced
presentation does not mean giving equal time and space to every opinion
or perspectives, but treating major positions fairly.)
d. Materials communicate areas of consensus among
scientists or other experts.
5. Openness to
Inquiry
Materials should encourage readers to explore different
perspectives and form their own opinions.
What to look for:
a. Educators are given tools to
help students form and express opinions about competing t theories.
b. Exercises are suggested to help readers explore
personal and societal values and conflicting points of view within the context
of the issue.
c. Materials encourage an atmosphere of respect for
different opinions and open-mindedness to new ideas.
d. Exercises encourage readers to understand the
opinions of their peers.
e. Materials suggest projects that encourage readers to
collect and analyze their own data and to compare that data to similar data
from other places.
f. Activities encourage students to become discerning
readers and observers of media coverage of environmental matters.
4.
Center for Environmental Education Research - http://www.cei.org/ceer/index.html
Mission: improve the
quality of teaching about the environment in K-12th grade schools by ensuring
that students:
·
receive unbiased environmental information which is based on
sound science and economics.
·
develop the critical thinking skills needed to make informed
decisions about complex environmental issues.
Background: Since the first
Earth Day in 1970, children have been taught to believe we are running out of
everything and humans are "killing the earth." Young people are
largely ignorant of the role that human ingenuity, creativity, technology and
the free market play in solving the planet’s environmental problems. In
classrooms, children are taught that the only way to solve environmental
problems is with top-down, command-and-control government regulation. Instead
of inspiring our children to become scientists, inventors and engineers who
confront and solve our environmental problems, our schools are busy teaching
them to become politicians, bureaucrats, lobbyists and regulators. CEER believes this one-sided approach
produces distorted and dangerous perspectives and encourages public policies
that threaten our democracy and free
enterprise economy--the best
guarantors of human dignity and a clean environment. Research studies conducted by the Center have
reviewed more than 200 environmental books and curriculum materials used in
K-12 grades. The majority of materials
teach that our forefathers plundered and raped the environment for personal
greed and state that we have cut down our forests, slaughtered our wild
animals, and polluted our streams and air. Students are taught that their
future holds nothing, but epidemics of skin cancer from ozone depletion and
mass starvation due to overpopulation.
These books present such claims as fact, not opinion, and offer little
supporting proof. Rarely do the books mention that distinguished scientists
often disagree with the claims of imminent catastrophe or acknowledge that the
science and economics surrounding environmental issues are often uncertain and
open to continual discovery. Most EE
presents students with misleading and one-sided information. Many of the problems in EE are due, in part,
to federal, state and local mandates and policies. At the federal level,
Congress, through the National EE Act (1990), gave the EPA authority over
teacher training, curriculum research and development and environment-related
student internships and fellowships. The EPA spends millions annually to
produce EE programs and materials that must "reflect EPA policy on the
topics explored." Thus, students
will not learn about problems with Superfund or the EPA’s failures in
implementing the Clean Water and Clean Air Acts. State laws and local school board policies
directly govern education in the classroom. Currently, 32 states have laws
mandating some form of EE, and 12 states have laws requiring that EE be taught
at all grade levels and in most subject areas-- including math, art and even
band. The EPA has targeted additional states for "building state
capacity"--that is, create political coalitions to lobby state
legislatures to pass EPA-sanctioned environmental education requirements. CEER's director,
and CEI senior fellow Dr. Michael Sanera, supported
the successful effort to reform EE in
Issue Areas of the Competitive Enterprise
Institute
·
Air pollution
·
Chemical and
environmental risk
·
Corporate welfare
·
Energy and
electricity
·
Federal lands
·
Global warming
·
Private conservation
·
Property rights
·
Solid and hazardous
waste
·
Trade and
international environment
·
Water and wetlands
·
Wildlife and marine
resources
5.
Center for the New West - http://www.newwest.org/
Mission is to advance
6.
Competitive Enterprise Institute - http://www.cei.org/
Non-profit
public policy organization dedicated to the principles of free enterprise and
limited government; believe that consumers are best helped not by government
regulation but by being allowed to make their own choices in a free
marketplace.
7.
Environmental Education Resource Guide - http://caplter.asu.edu/res_guide/
A
resource guide to EE programs and materials available throughout
8.
Environmental Literacy Council - http://www.enviroliteracy.org/
Non-profit
org established to bring together scientists, economists, educators, &
other experts to inform environmental studies.
The Council builds on the work of its predecessor organization, the Ind.
Commission on EE, and its report, Are We Building
Environmental Literacy? This study found EE often fails to
introduce students to scientific and economic concepts needed to understand
environmental concerns. Their web site
claims to guide students and teachers to the best resources available on the
Internet by providing links to sites that have been reviewed, described and
evaluated. They believe 'true environmental
education should provide a solid basis in the scientific and economic aspects
of environmental issues.' They provide a
teacher survey to find out what teachers need to teach about natural resources
and the environment, a reading list suggested by environmental science
teachers, reviews of educational materials, a newsletter, guides/summaries of
current issues, and an upcoming guide entitled "Making Connections."
The members of the council include:
Roger A. Sedjo President of the Council, Senior Fellow and Director of the
Robert L. Sproull Council Chair, Emeritus President and Professor of Physics, Univ of
Kathleen Berry Science Chairperson,
John F. Disinger Professor Emeritus of Natural Resources, Ohio State Univ, and past president of the NAAEE
Nicholas N. Eberstadt Visiting Fellow, Center for Population Studies, Harvard Univ, and Visiting Scholar, American Enterprise Institute
Michael H. Glantz Senior Scientist, Environmental and Societal Impacts Group at
the
George M. Gray Deputy Director of the
Thomas G. Moore Senior Fellow at the Hoover Institution, former member of
President Reagan's Council of Economic Advisors
Stanford S. Penner Professor
(Emeritus) of Engineering Physics, Director (Emeritus) of the Center for Energy
and Combustion Research at the UC, San Diego, Editor-in-Chief, Encyclopedia of Energy
F. James Rutherford Chief Education Officer at the AAAS & former Director of
Project 2061
Frederick Seitz past President of the
Daniel S. Simberloff Nancy Gore Hunger
Professor of Environmental Science, U of TN, and recently Visiting Professor,
Tel Aviv Univ
M. Jane Teta Director of
Epidemiology, Health Information, Risk Assessment and TSCA, Union Carbide
Corporation, Danbury, CT, & Adjunct Associate Professor of Epidemiology, U
of Mass
Alvin W. Trivelpiece Director, Oak Ridge National Laboratory, Oak Ridge, TN &
President, Lockheed Martin Energy Research Corporation
Kathleen B. deBettencourt Executive Director of the Council
Their
main report is "Science for Environmental Literacy: A Review of Advanced Placement Environmental
Science Textbooks." For the review, selected chapters of six of the ten textbooks
typically used for upper level environmental science courses. The chapters were reviewed by members of the
council with expertise in the topic covered.
Each chapter was graded for accuracy, completeness, objectivity, and use
of citation of data. The main findings
of the review are:
·
The quality and accuracy of the presentation of environmental topics
varied from textbook to textbook and from chapter to chapter
·
The textbook that received the highest score provided a readable,
thorough, and generally accurate introduction to environmental science, with
thoughtful case studies and even-handed coverage of environmental issues
·
Several of the textbooks focus disproportionately on the social and
political aspects of
environmental problems and provide only a
limited introduction to the science of the
environment
·
Several textbooks failed to indicate sources, dates, or the context for
quantitative data
provided
·
Most of the textbooks included discussions of environmental policy issues
but paid
insufficient attention to key economic
concepts, environmental and health risk analyses, and tradeoffs that are a
necessary part of environmental decision making
·
Environmental science is a complex area of study in which there is
ongoing debate and discovery. It is a
challenge to provide an introductory textbook that does justice both to the
complex science of Earth’s systems and to the social, economic, and political
aspects of environmental issues. Many of the reviewed by the Council devote
more attention to the latter than the former, making these textbooks more
appropriate for an environmental studies course than an advanced laboratory
science course.
9.
George C. Marshall Institute - http://www.marshall.org/index.htm
Established in 1984 as a nonprofit corporation to conduct
technical assessments of scientific issues with an impact on public policy. In every area of public policy, decisions are shaped by
developments in and arguments about science and technology. However, even purely scientific appraisals
are often politicized and misused by interest groups; seeks to counter this
trend by providing policymakers with rigorous, clearly written and unbiased
technical analyses on a range of public policy issues. Through briefings to the
press, publication programs, speaking tours and public forums, the Institute
seeks to preserve the integrity of science and promote scientific literacy.
The
following quote is taken from Executive Director Jeffrey Salmon's May 1998
response to what he calls The Sierra Club's 'attack on environmental education
after they published an article containing a criticism of the Independent
Commission on Environmental Education:
"There
is a certain push within some circles to use environmental education as a way
to change student's behavior so that it conforms to a certain predetermined
political course of action. Both
environmental groups and corporations follow this course of action when they
produce classroom materials that are poorly disguised propaganda pieces of
absolutely no use to a teacher actually interested in educating students about
the interesting scientific, economic, political, and social themes that spring
from a serious look at the environment.
We therefore share Mr. Selcraig's outrage when
corporations use the classroom for their own narrow self-interest. Unlike Mr. Selcraig,
however, we object to replacing one form of propaganda with another. It's using children we object to, no matter
from what source."
In a
1997 article in the Wall Street Journal defending his organization against
claims by the Center for Commercial-Free Public Education, Salmon wrote: "Radical environmentalists have learned
that while science and economics are rarely on their side, they can always win
publicity points by accusing their opponents of having sold their souls to
corporate polluters."
10.
Heritage Foundation - http://www.heritage.org/
Research and educational institute; a think tank whose
mission is to formulate and promote conservative public policies based on the
principles of free enterprise, limited government, individual freedom,
traditional American values, and a strong national defense.
In a recent article from their web site entitled
"Combating the Crime of Environmental Miseducation,"
praise is given to Facts, Not Fear:
"In Facts, Not Fear, we approach environmental issues the
way conservatives should - recognizing that serious environmental problems
exist but emphasizing the importance of understanding them rather that leaping
to political "solutions." We
stress the value of good science within the framework of limited government and
a market economy."
11.
Hoover Institute - http://www-hoover.stanford.edu/default.htm
Housed
at
n
Collect requisite
sources of knowledge pertaining to economic, political, and social changes in
societies, as well as understand their causes and consequences
n
Analyze the effects
of government actions relating to public policy
n
Generate, publish,
and disseminate ideas that encourage positive policy formation using reasoned
arguments and intellectual rigor, converting conceptual insights into practical
initiatives judged to be beneficial to society
n
Convey to the
public, the media, lawmakers, and others an understanding of important public
policy issues and promote vigorous dialogue
12.
Independent Commission on Environmental Education - http://www2.knight-hub.com/marshall/icee.html
Program
of the George C. Marshall institute; ICEE brings together a prestigious panel
of scientists, economists, and educators to evaluate and report on the current
state of EE. The Commission conducted a
content evaluation of EE resources to assess their coverage of science and
economics. The group has recently released the results of its evaluation of
commonly-used EE materials. It concluded
that, although EE is an important topic for grades K-12, many
EE materials used in our nation's schools do not give students enough
science and economics to understand the environmental challenges we will face
in the next century. Its report contains
detailed reviews of how topics are treated in teacher's guides and textbooks,
as well as recommendations for improvements in the field. These findings and
recommendations for improving the quality of EE are found in the report, Are We Building Environmental Literacy?
13.
John Locke Foundation - http://www.johnlocke.org/
Develops
and promotes solutions to NC's most critical challenges; independent think tank
based in Raleigh; seeks to transform state and local govt
through competition, innovation, freedom and personal responsibility to strike
a better balance between the public sector and private institutions of family,
faith, community, and enterprise; source of cutting-edge research, publisher of
news and commentary, and catalyst for change.
NC
Alliance for Smart Schools: Foundation's
education reform project; second annual Grading
Our Schools report, provides letter grades for each school system in the
state based on a range of objective outcome measures and provides background
info to help better understand how schools are doing and how they compare
nationally and internationally; makes recommendations to improve the state's
accountability program to measure teacher effectiveness and true student
learning.
14.
National Environmental Policy Institute - http://www.nepi.org/
15.
New Environmentalism - http://www.newenvironmentalism.org/
The
environmental movement that began in the 1960s started with public outcry to
the federal government for action. At
the time, strategy to address these environmental ills seemed straightforward.
Problems were viewed as inherently similar, conducive to centralized
decision-making and boilerplate answers.
Now it has become clear that environmental problems are complex and
unique, requiring a flexible, results-oriented approach. Nonprofit organizations, businesses,
individual citizens, and local governments are playing a crucial role in
providing environmental enhancements. Where once environmental policy
inherently mistrusted markets and punishment was pursued more vigorously than
progress, today this is changing. Private innovation is the wellspring source
of progress. We have learned that while environmental enforcement is indeed
important, no process should overshadow the ultimate goal of progress toward a
clean environment. This is the new environmentalism.
Basic Principles
Local Innovation: we are facing
localized environmental problems which are much more amenable to solutions for
specific sites; most states have demonstrated the capacity to implement
environmental laws, even some more stringent than federal environmental law.
Flexibility and Progress: US has some of the best technologies in the world to accomplish
its environmental goals. Our states, localities, and businesses need to be
freed up to use these technologies and ideas to continue improving our
environment. They should be held accountable for achieving environmental
results, not simply the extent to which they follow rules and regulations. Opportunities for environmental improvements
should be identified by states and localities, not just by the federal
government.
Private Stewardship: Environmental
progress requires self-propelled environmental protection by businesses,
farmers, and individual private citizens. Environmental
entrepreneurship can't occur unless people have the incentives and ability
to act as private stewards of the environment. While punishment is needed for
those who callously flout environmental law, a balance should be struck between
punishment and incentives that encourage environmental innovation. Honesty, integrity and balanced environmental
policy is a result of good science. As more and more
scientific data on environmental ills becomes available, the emphasis is placed
on how we use this information. Science is too important to politicize or to
ignore. The environment is made up of many competing risks. With that in mind,
environmental policy should take all of these goals into consideration,
offering holistic rather than piecemeal answers
16.
PERC - http://www.perc.org/
Nation's
oldest and largest institute dedicated to original research that brings market
principles to resolving environmental problems. PERC pioneered the approach
known as free market environmentalism. It is based on the following tenets: private property rights encourage stewardship
of resources; government subsidies often degrade the environment; market
incentives spur individuals to conserve resources and protect environmental
quality; and polluters should be liable for the harm they cause others. PERC's activities
encompass three areas: research and
policy analysis; outreach through conferences, books and articles; and EE at all
levels. PERC's
EE Programs include teacher workshops which provide teachers with information
on specific environmental topics, demonstrate lessons from EcoDetectives, a middle and high
school curriculum on economics and the environment developed by PERC and published
the National Council on Economic Education; and alert teachers to other
educational opportunities in this field of inquiry. The institutes are
cosponsored by PERC, the Foundation for Teaching Economics, and local economic
education organizations
PERC
is actively working to correct these problems:
n
A new book, A Blueprint for Environmental Education,
just published by PERC, offers a road map for introducing economics to
environmental education. It shows how this controversial field can adopt more
realism and foster critical thinking in students. Edited by Jane S. Shaw, the
book brings together lively essays by educators and economists who point out
current problems with environmental education, introduce economics as a
solution, and illustrate the relevance of economics.
n
Regnery Publishing, Inc. has published Facts Not Fear: A Parents' Guide to
Teaching Children About the Environment, by Michael Sanera and Jane S. Shaw. This book helps parents provide a
more balanced view of many environmental issues. The book is jointly sponsored
by the Alabama Family Alliance, the Arizona Institute for Public Policy, the
Competitive Enterprise Institute, and PERC.
n
The National Council
on Economic Education has published a middle school and high school curriculum
developed by PERC. EcoDetectives,
by Mark Schug, John Morton, and Donald Wentworth, is
suited for social studies, history, and current events classes. This
self-contained package of 18 lessons applies basic economic concepts to the
study of environmental issues.
n
PERC is preparing Environmental Examiner, a newsletter for
high school students, that offers an ongoing way of
communicating balanced environmental information. It includes articles and
activities dealing with current environmental topics.
n
PERC is working with
the Canadian Council on Economic Education to develop materials that will treat
environmental issues more objectively.
n
PERC is sponsoring
teacher workshops around the country.
n
PERC holds an
institute in
17.
The Claremont Institute - http://www.claremont.org/index.cfm
Mission is to restore
the principles of the American Founding to their rightful, preeminent authority
in our national life. It finds the
answers to
18.
The Heartland Institute - http://www.heartland.org/
Nonprofit public policy research organization dedicated
to meeting the information needs of the nation's state and national elected
officials, journalists, and its members. It's mission
is to be its customers' fastest, most convenient, most comprehensive, and most
reliable source of public policy information.
It does not accept government funds and does not conduct
"contract" research for special interest groups. It is a genuinely independent source of
research and commentary. It is not affiliated with any political party,
business, or foundation. In 1996 it
received an award for its book Eco-Sanity: A
Common-Sense Guide to Environmentalism (see web site for downloadable
version of this interesting piece of work).
Excerpts from the book, Eco-Sanity: A Common-Sense Guide to
Environmentalism, by Joseph Bast, Peter Hill, and
Richard Rue obtained from the Heartland Institute web site:
Rules for Eco-Sanity
Facts to remember:
·
The environment is
cleaner than at any time in the past half-century
·
The environment is
safer than at any time in recorded history
·
Predictions of
impending global ecological disasters are untrue
·
Most environmental
problems have been or are being solved
·
Prosperity is good
for the environment
Principles of Political Economy:
·
Pollution problems
occur where rights are not defined and enforced
·
Rights to air,
water, and wildlife can be defined and enforced
·
Ownership lead to
better stewardship
·
Incentives are
better than commands
·
Government programs
suffer from incentive and knowledge problems
·
Greater efficiency
leads to less pollution
Lessons from false alarms:
·
The alarmists can no
longer be trusted
·
Some environmental
groups profit from false alarms
·
The media gives
false alarms extensive publicity
·
Beware of stories
with innocent victims and terrible villains
·
Don't react out of
fear
Publishes newsletters on the environment and climate
change & education reform and has a section of its web site dedicated to
keeping the common-sense environmentalist informed:
Environment & Climate News 24-page monthly newspaper reporting on efforts nationwide
to adopt free market, sound science policies for environment reform. The
audience includes every state and national elected official in the
School Reform News 24-page monthly newspaper reporting on school reform
efforts nationwide. Its audience includes over 33,000 private school
principals, administrators, and teachers; every state and national elected
official in the
Common-Sense
Environmentalist's Suite: We have brought together the best research
and commentary on sound science and market-based environmental protection from
the nation's leading think tanks and advocacy groups. Hundreds of complete
documents--even two entire books are available here. Are you a common-sense environmentalist? Find
out by clicking on "Principles of Common-Sense Environmentalism." If
you are researching a particular environmental issue, go to "Pick a Topic,
Any Topic." And to see The Heartland Institute's own extensive
publications on environmental issues, click on "Search Heartland's
archives."
Includes
links to so-called "Good Guys"