Some have suggested that the Fakegate affair has been discussed enough. They are wrong. Peter Gleick is a minor figure in climate science and his actions are of little account. But the reaction of all the global warming alarmists, who see nothing wrong with what he did, is much more significant.
More important still: this is an aspect of the climate debate that everybody can understand. It is much simpler to grasp than the issues raised by Climategate. You don’t need to be a climatologist or scientist or statistician. There’s no need to draw a graph or drill an ice core. All the information you need is straightforward and laid bare.
The fact that, despite all this, those alarmists still can’t distinguish right from wrong, tells many of us more about the climate debate than anything else. Until Gleick and his supporters admit that what they both did is wrong, we shouldn’t let them off the hook.
Others don’t want to see the science content of Watts Up With That diluted. I agree. But would also argue that we humans are part of the biosphere and examining what forcing mechanisms are operating on us and how we react is a scientific issue. I suspect that what many of the alarmists really want is not geo-engineering to “fix” the planet; it is to conduct a large scale controlled experiment in social engineering. Unfortunately for them, they are discovering that people do not behave as predictably as CO2 molecules.
The alarmists main concern seems to be the possibility that their monopoly might be broken and that “contrary” views might be heard in the classroom. As they regard Gleick as a “hero” and heroes are tend to be taken as role-models. I wondered what kind of stuff they do want taught to our kids. So I dumbed-down Fakegate (for the benefit of the ethically challenged) to an analogy that could be used as a classroom assignment.
***************School Assignment 1: Citizenship and Ethics
Someone hacks your Facebook account and posts all your personal stuff online. They also insert a page with stuff you didn’t write that makes you look like a horrible person. The hacker emails 15 of his friends and says he got all the stuff, including the nasty bits, from your account. His friends show all this stuff to everyone at school and they tell them it all came from your account.
Almost everyone at school, even the teachers, now hates you and tells you so. You tell everyone that the nasty bits are fake and that you didn’t write them. But the teachers don’t believe you. They say that because most of the stuff is true the nasty bits must be as well. They post some of the pages on the school website highlighting the nasty bits and tell everyone not to talk to you.
Some of your friends speak up for you and point out some flaws in the faked parts that prove they are forgeries. The flaws are substantial enough to actually identify the hacker. The hacker then confesses but only to hacking your account. He says he got the page with the nasty bits anonymously in the mail and that he only hacked your files to find out if they were true. You’re shocked because at the same time he was hacking your files you had invited him to come and talk to your friends.
The teachers ignore the evidence of forgery and then try to justify the hacker’s actions, saying that although document phishing and impersonation is wrong, the hacker is a “hero” because they always thought you were a horrible person; horrible persons are increasing and the school is heading towards a horrible person catastrophe.
Q: Discuss the ethical implications of what just happened. There are bonus marks if you can work in a reference to polar bears.