Malcolm and all the rest,
I agree with Malcolm on this point. I have been engaged in evolution education in the classroom and through public lectures for some years now and there are some parallels that are worth attention. While organizing some of the first "Darwin Day" events that celebrated Chuck's birthday in Knoxville, TN some years back I came to realize that there are some who are not worth the effort, but many more who are. For some people there is a mindset, and I mean MINDSET, that will not be shaken no matter what logic or data you present. These folks are inflexible in their beliefs and it is not productive to try to persuade them. On the other hand, there are MANY people who are willing to listen to logical arguments.

If you don't mind, I have a few guidelines to go by that seem to work:
1. Respect the other point of view. Nothing will turn someone off more quickly than you saying that "those people" are just stupid, or evil, or whatever.
2.  Listen to what they have to say (part of the respect thing).
3. Use straightforward language. In other words, don't try to impress with jargon and impressive dialogue - you will just come off as a pompous ass and turn them off. 4. Don't be dogmatic. After all, science is not dogmatic, so don't present it that way. Our hypotheses change with new data, so keep your statements within the limits of the data at hand.

A few other thoughts:
1. Do not agree to debate them. Recognize that as an academic professional you hold a position of authority and respect. If you agree to debate an individual without the equivalent background and experience then you are accepting them as your equal, and in the process just giving credence to their point of view. In evolution debates the opposition packs the house with true believers and it creates and atmosphere of chaos. 2. In the classroom give students the opportunity to explore the range of views. Students just love to be rebellious, so the minute you begin laying down the dogma they will seek alternative views. In my non-bio major evolution course I have students write about any idea that tries to predict the origin and diversity of life on Earth. Their job is to come up with facts that support one idea or another. The point is that this exercise diffuses a lot of the rebellion - in the process of trying to prove ID they come to realize how difficult it is.

I think the #2 would work for climate change deniers as well because if forces students to develop a critical argument based on factual information. Most importantly, you allow them to come to their own conclusion on the topic so this is a lesson that will stick with them. In the mean time you have impressed on them that you respect their point of view and in the process you have earned their respect. By the way, I do not grade these essays based on their conclusions (this is not a class for science majors), but just on the presentation of critical arguments. So students have an equal chance of earning an A on the assignment whether they write about Evolution, ID, or some other form of creation science.

I hope that helps.

Mitch Cruzan


On 7/3/2012 4:36 PM, malcolm McCallum wrote:
I did not say to ignore them, I said not to argue with their nonsense.
there is a gulf between those two different approaches.

malcolm

On Tue, Jul 3, 2012 at 2:02 PM, Corbin, Jeffrey D. <[email protected]> wrote:
John - you and I are each thinking of different 'consumers' of the data - in 
your case managers, etc. who want specific spatial and/or temporal information; 
in my case undergrads or other members of the voting public who (hopefully) 
will cast their opinions at the ballot box. For my consumers, the long-term 
trends in temperature, sea level, ice extent, etc. and our understanding of 
global models is plenty sophisticated to justify policy action to reduce C 
emissions - or some other policy approach. But denying this evidence is not 
reasonable.

Malcolm, I'd love to think that if we ignore the public faces of climate 
denial, they will go away. But given the prominent access they're given via 
conventional and new media, there's no reason to think that their message will 
go away if we bury out heads in the sand.

Jeff

P.s. I'll definitely buy John's first IPA to continue the discussion. Meet 'ya 
at Bear Republic!



On Jul 2, 2012, at 11:44 PM, "John Gerlach" 
<[email protected]<mailto:[email protected]>> wrote:

Jeff, I understand what you are saying but I tend to agree with Malcolm but 
take that with a grain of salt as I am no PR or media specialist.

I think that your examples of a rancher, preserve manager, and municipality 
show that there is a misunderstanding by scientists as to the relevant time and 
spatial scales. I'm talking about ecosystems that span 5 states not ranches. 
The fact is that if I drop a 15 km pixel of the Regional Climate Model over 
either the Bighorn Mountains or the Powder River Basin of Wyoming that I still 
can't come up with specific predictions. Below is an example that is relevant 
today with the record hot temperatures and lack of precipitation over the 
northwestern prairie. Note that the regional models for western North Dakota, 
South Dakota and Nebraska 50 years out at the high CO2 emissions scenario 
predict about the same average temperatures and precipitation for the April to 
June wet season with a slight shift to more precipitation in April.

If we look at the entire northwestern prairie and want to make a prediction 
about how climate change will affect its wet season in 50 years the first 
problem we face is that the extreme western margin is dominated by winter 
precipitation regimes while the eastern from North Dakota south to Nebraska is 
dominated by an April-June wet season.

Let's just look at the eastern margin. Winter is the dry season. As the 
mid-latitude jet stream starts to move north in April it is still far enough 
south that Rossby waves, the kinks in the jet stream that move downstream, dip 
every week or so and are positioned almost north to south along the eastern 
side of the Rockies. When the kinks tighten enough they pinch off and create 
low pressure systems that spiral downwards from 40,000 feet to 10,000 feet or 
so. The high elevation of the Rockies creates a northward flowing lower 
elevation jet at about 12,000 feet that streams moisture from the Gulf of 
Mexico into the heartland. When the timing of the low elevation jet and the cut 
off low are right the moisture in the low jet gets a free ride upward and 
creates a regional precipitation pattern as the low is occluded. This happens 
periodically during the wet season and requires a high pressure system just 
west of the Rockies to work. There is a net increase of moisture from the Gulf 
of Mexico into the eastern Plains region. As the polar high shifts further 
northward taking the jet stream with it this pattern is eliminated and 
precipitation in July and August shits to local convective storms. Other models 
of climate change taking a functional approach state thatthe velocity of the 
jet stream in the region will grow slower and the kinks will deepen. This will 
cause both the wet spells and dry spells during the wet season to become longer 
- eg increased variablity but the same amount of precipitation.

The climate literature is just about as dense as the climate change literature 
but it is fascinating because you can see it happen in real time on weather 
maps and satellite imagery. The problem I have is that all I get from the 
Regional Climate model is average precipitation from April through June. Now I 
couple that with the other models that tell me that the dry periods and wet 
period will become longer. Then I add on our current understanding of the 
drivers of current climate. Finally, I try to interpret how an organism or a 
vegetation type will respond to all of this.

If we are sitting in a bar and having a couple IPAs I will say something like 
HTFSIK what will happen. That is most definitely not what I read in reports and 
the literature. Don't get me started on the cottage industry of climate 
envelope models coupled with MAXENT species distributions.

Best,

John

________________________________
From: "Corbin, Jeffrey D." <[email protected]<mailto:[email protected]>>
To: John Gerlach <[email protected]<mailto:[email protected]>>; 
"[email protected]<mailto:[email protected]>" 
<[email protected]<mailto:[email protected]>>
Sent: Mon, July 2, 2012 1:45:15 PM
Subject: RE: [ECOLOG-L] Confronting climate deniers on college campuses - EOS 
Forum

Hey John – Great points. I have two main thoughts:

1) There is a great deal of uncertainty about exactly how climate change will 
manifest itself, especially at the local scales that your clients, etc. are 
considering. Our science isn’t often precise enough to be able to offer specific 
prescriptions for a rancher, a preserve manager, or a municipality as to how their 
operations should take action for the future. However, what Monckton, Senator 
Inhofe, etc. offer is a very anti-scientific denial of the large-scale research 
about the connections between carbon emissions and climate change. I didn’t go into 
this in our EOS piece, but I made the specific point at our counter-presentation 
that we have a great deal to discuss as to HOW society should confront climate 
change – Cap&Trade, Carbon tax, mitigation, etc. But such a discussion must 
begin with an acceptance of the understood science.

2) Related to the point above, Monckton et al are a separate category from the 
general public who does have difficulty filtering out the conflicting sides of 
the “debate”. I specifically referred to the public being “doubtful” or 
“skeptical”; but to say that Monckton is doing anything but cynically denying 
reality for the purpose of his own political agenda is naive. Monckton trades 
in the currency of attacking the credibility of scientists – and the public’s 
distrust of science or confusion about climate change is a function of his 
ability to command attention.

-Jeff

***************************
Jeffrey D. Corbin
Department of Biological Sciences
Union College
Schenectady, NY 12308
(518) 388-6097
***************************

From: John Gerlach [mailto:[email protected]]
Sent: Sunday, July 01, 2012 9:18 PM
To: Corbin, Jeffrey D.; 
[email protected]<mailto:[email protected]>
Subject: Re: [ECOLOG-L] Confronting climate deniers on college campuses - EOS 
Forum

Hi Jeff,

I don't want to get into the whole climate change Denier issue directly but I 
will add my observations in advising governmental clients on the use of the 
various types of climate models (Global, Regional, various types of 
statistically down-scaled) for their landscape level planning efforts. I also 
have heard an earful from friends at various California state agencies 
regarding their opinions.

What the agencies want is clear direction on how to plan for climate change. 
Other than the obvious general tactics such as larger preserves are generally 
better and connectivity is generally better there is little that the models can 
do to provide the level of information that the agencies expect. For on the 
ground planning the resolution of the Global models is too coarse (60-100 km 
pixels) and they don't really do precipitation so you just have a temperature 
increase. The Global models also don't take into effect important features such 
as mountain ranges. The Regional models are also fairly coarse resolution (15 
km pixels) but do incorporate surface features. One problem with regional 
models are that they are too coarse for looking at local effects which the 
agencies want but they do pick up regional patterns. Another problem of usage 
is that the output of the regional models is not intelligently utilized. 
Generally, the data are almost always reported as the average temp or 
precipitation per day over a 3 month calendar period which is not biologically 
relevant. Even if you were to do the intelligent thing and lump the data by 
local seasons you still have to know enough about how the climate actually 
works in the region to interpret the data. Sure, most models predict more 
variable climate but exactly what does that mean for a wolverine in the middle 
Rockies for example? PRISM data are now being commonly used to model climate 
data at 800 m resolution but projecting it out to 50 years not to mention 100 
gives you false precision even if the data are accurate and there are a some 
known issues with the data. Finally, you have to have baseline data to compare 
the model data to and that data is also modeled.

So how does this relate to the public's perception of climate change? The 
subject of climate change is a very complex thing with lots of almost 
unintelligible (to me at least, and my training is in plant physiology and 
ecophysiology) moving parts. There is a huge amount of data coming in from 
field research concerning the aparent responses of organisms and ecosystems, 
there are a huge number of inconsistent climate models that are being misused 
without any semblance of protest by the scientists that created them that I 
have been able to detect, and finally, there is a huge cottage industry of 
climate change adaptation in which regulated entities are connected with 
sources of funding by middlemen.

If I get confused and overloaded by all of this what can reasonably be expected 
of a lay public? Ultimately this should not be framed as believers and deniers 
as science is not a belief system - yes there is a huge field of the philosophy 
of science which shows that this is not exactly the case but that is another 
huge and complex subject. Given my personal confusion and information overload, 
I resort to what I hope are accurate basics. We are doing things to the planet 
that are altering its heat balance rapidly and irreversibly for 500 years or so 
at the minimum. We appear to be observing a number of phenomena ranging from 
organisms to climate that support the altered climate hypothesis.

The problem is that I have to "believe" in the competence and credibility of 
the scientists and their interpretation of the data and that is where I feel uneasy. 
Given what I perceive in my role as a non-academic and non-research scientist who tries 
to understand and use the data, there is a significant lack of open peer evaluation of 
the data and that gives me pause as does the the scientist who won't speak up when his 
data and conclusions are over-interpreted by users.

By focusing on the "Deniers" you may be winning a battle but losing the war.

Best,

John Gerlach

________________________________
From: "Corbin, Jeffrey D." <[email protected]<mailto:[email protected]>>
To: [email protected]<mailto:[email protected]>
Sent: Sun, July 1, 2012 5:01:00 PM
Subject: [ECOLOG-L] Confronting climate deniers on college campuses - EOS Forum

Hello Ecolog - In March, one of the leading anti-minds of the Climate Deniers 
movement, Christopher Monckton, visited Union College. EOS, AGU's Newspaper, 
just published a Forum article describing our experience and that at our 
neighbor RPI. Subscription is required - http://www.agu.org/pubs/eos/ - but 
I've pasted the first two paragraphs below. Anyone interested can email me 
directly and I'll forward the pdf.

-Jeff Corbin
Union College

"In spite of the fact that 97-98% of the climate researchers most actively publishing in 
the field accept the basic tenets of the Intergovernmental Panel on Climate Change's (IPCC) 
findings (Anderegg et al. 2010), there is a consistent undercurrent of climate skepticism 
among the general public (Leiserowitz et al., 2011). To some extent, this skepticism is fueled 
by high profile speakers who offer "the real view" of climate science. Our campuses 
recently hosted two such speakers: Dr. Ivan Giaever at Rensselaer Polytechnic Institute and 
Christopher Monckton (also known as Lord Monckton) at Union College. (Mr. Monckton's 
presentation can be seen at 
http://union.campusreform.org/group/blog/live-webinar-lord-monckton-at-union-college.)

While the intention of such speakers is often to muddy the waters with respect to climate 
science  (McCright and Dunlap, 2010), the effect at our campuses was to galvanize our students 
and colleagues to highlight the widely accepted facts of climate change and the nature of 
expert scientific consensus on this topic. This communication was achieved using social media 
and follow-up events that raised the profile of climate change discussions. These events 
proved to be so successful that we offer our experiences so that others can capitalize on 
similar visits by climate skeptics by converting them into "teachable moments.""

***************************
Jeffrey D. Corbin
Department of Biological Sciences
Union College
Schenectady, NY 12308
(518) 388-6097
***************************


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