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Skal prosjekter med ensidig politisk budskap slippe inn i skolen?
- juni 3, 2021
- 22:15
- Geir Aaslid
- Kategorier: Klimapolitikk
Åpent brev til Kunnskaps- og integreringsminister Guri Melby
Åpent brev til Direktør i Utdanningsdirektoratet Hege Nilssen
Forfattet av Morten Jødal, styreleder i Klimarealistene.
Kjære kunnskapsminister Guri Melby, og utdanningsdirektør Hege Nilssen
Det ble i slutten av mai kjent at Miljøstiftelsen Bellona gjennom en periode har kartlagt hva de kaller «miljømyter». De definerer riktignok ikke hva disse mytene består i, og beskrivelsen av prosjektet på deres hjemmeside (vedlagt) forteller at det i vesentlig grad handler om en kartlegging av personer og organisasjoner de definerer som mytespredere.
Sparebankstiftelsen DNB bevilget i slutten av mai kr 600 000 til prosjektet, som i videreføringen skal rettes mot skoleverket. Bellona har så langt kartlagt 253 profiler, og VGS-prosjektet skal vise elevene disse 253 aktørene, sannsynligvis forsøke å finne fram til flere, og fortelle dem hvilke usannheter disse visstnok sprer.
Klimarealistene har henvendt seg til Datatilsynet, og spurt om dette handler om ulovlig innsamling av personalopplysninger, og derfor strider mot datalovgivingen.
Kan organisasjoner ukontrollert bringe sine prosjekter inn i skolen?
Hverken miljø- eller klimafeltet har fra forskningens side vedtatte sannheter. All kunnskap er utelukkende en måte å forstå verden på, her og nå. De representerer midlertidige «sannheter» – selv om vi er nokså sikre på at naturlovene vil bestå. Å kartlegge motsatsen til noe som ikke finnes, er meningsløst.
Vi finner det derfor svært betenkelig at en miljøpolitisk aktør skal slippe til i skolen – med en presentasjon av deres oppfatning av sannheten innen et enormt fagfelt, og med presentasjoner av organisasjoner og enkeltpersoner de skal lære eleven opp til å se på som mytespredere. Dette skal skje uten å bringe den andre parten inn undervisningsopplegget. Det finnes ingen balanse. Elever skal læres opp til kritisk tenkning – og det forutsetter et minimum av balanse – for og imot. Vi kan ikke forstå at noen skal slippe til i skoleverket med en fortelling om hva som påstås å være entydig sant. Skal Bellona virkelig få presentere en hevdet fasit uten motforestillinger? Er det akseptabelt i henhold til læreplanene?
Prosjektet innebærer at klimarealister, hvorav mange har og har hatt stillinger på universiteter og høyskoler, presenteres for unge mennesker i en undervisningssituasjon som spredere av vranglære, og dermed er mennesker uten troverdighet og alminnelig moral. Det gjelder for eksempel Norges eneste nobelprisvinner i fysikk: professor Ivar Giæver – medlem i Klimarealistenes vitenskapelige råd. Rådets medlemmer, hvorav alle med tung faglig kompetanse, er for øvrig gitt her.
Bellonas prosjekt vil altså gi elevene normative føringer. Det kan lett misbrukes, og i verste fall gjøre livet surt for navngitte personer. Vi kan lett bli mål for sinte unge mennesker som uten tilstrekkelig kritisk sans vil «redde kloden». Både historiske erfaringer og kunnskap om hendelser i vår tid bør gi bekymring ikke bare for ytringsfrihetens kår, men også for enkeltmenneskers personlige sikkerhet.
Egen erfaring med eksternt miljøprosjekt i skolen
I 1995 ledet jeg et prosjekt i regi av WWF Verdens Naturfond, som med midler fra Miljøverndepartementet i dette Naturvernåret slapp inn i rundt hundre skoler på ungdoms- og videregående-trinnet. Vi kunne gjennomført prosjektet med langt flere deltakende klasser, men hadde ikke større administrativ kapasitet. Prosjektet handlet om biologisk mangfold. Det var ingen kontrollinstans. Lærerne kunne selv slippe oss til, som en ønsket miljøpolitisk aktør. Vi kunne fritt misjonere vårt syn, og gjorde det selvfølgelig. Akkurat på samme måten som Bellona vil gjøre i sitt prosjekt som handler om «klimamytesprederne».
Jeg har i etterkant vært forundret over hvor lett vi slapp inn i skoleverket. Det finnes tydeligvis ingen kontroll, muligens heller ingen retningslinjer?
Våre spørsmål til Kunnskapsdepartementet og Utdanningsdirektoratet
Er det slik at en miljøorganisasjon som Miljøstiftelsen Bellona ukontrollert kan gjennomføre et slik prosjekt i skoleverket?
Er det bra for elever å bli gitt en opplæring i påståtte, men altså ikke-eksisterende sannheter, i et tema som favner all naturvitenskapelig kunnskap, av en ekstern organisasjon som har sin egen agenda?
Er det moralsk og etisk forsvarlig at elever blir fortalt at en rekke organisasjoner og enkeltpersoner driver med vranglære, og er mytespredere?
Med vennlig hilsen
Morten Jødal
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