The Climate Bomb, Part 2: Collapsing Towers of Ice and Stone Echo 9/11

As we reflect on the twenty-fifth anniversary of September 11, 2001, I find the comparison between the World Trade Center’s Twin Towers and the three geological collapses described in Part 1 both unsettling and instructive.

The towers in Manhattan were structures of steel, concrete, and glass. The towers in Greenland, Alaska, and the Himalayas were mountainsides of stone and ice. Their origins and physical mechanisms were profoundly different. Yet each collapse involved the sudden failure of a massive vertical structure and the release of enormous gravitational energy.

On September 11, the destruction of the Twin Towers generated powerful shock waves, vast debris fields, and a dense cloud of pulverized building materials that spread through Lower Manhattan. The immediate physical collapse was only the beginning of the human consequences. Exposure to dust and toxic substances produced continuing health concerns long after the visible destruction had ended.

The geological events likewise demonstrate that the consequences of a collapse can extend beyond its immediate footprint. At Dickson Fjord, displaced water oscillated for nine days and generated a global seismic signature. At Tracy Arm, the tsunami scoured vegetation hundreds of meters above sea level and threatened a major seasonal tourism corridor. In the Himalayas, the collapse transformed a mountainside failure into a destructive downstream cascade.

In each case, the initial event was only one stage in a larger process. The effects propagated through water, air, sediment, infrastructure, and human systems.

The comparison should not obscure the immense differences in casualties, causes, or historical meaning. Instead, it offers a way to think about structural failure as a security problem: how can institutions recognize a threat whose consequences move faster than established assumptions, warning systems, and response capabilities?

The New “Absolute Weapon”: Cascading Climate and Geopolitical Risk

During the Cold War, strategists described nuclear weapons as “absolute weapons” because their destructive potential challenged conventional ideas about defense, deterrence, and political control. The climate bomb is different. It is not a weapon designed or launched by an adversary. It is a metaphor for the catastrophic kinetic energy that can be released when warming and changing cryospheric conditions contribute to the destabilization of enormous geological structures.

The metaphor is useful precisely because it focuses attention on the mismatch between destructive force and institutional preparedness. A collapsing mountain does not recognize national borders. A tsunami does not wait for a government to authorize an evacuation. A debris flow does not pause while neighboring states determine whether the threat originated from a natural event, an infrastructure failure, or deliberate action.

This mismatch is particularly dangerous in regions where physical hazards intersect with geopolitical tensions. In the Himalayas, the destruction of cross-border infrastructure and the interruption of river systems can affect neighboring populations and complicate emergency coordination. In the Arctic, increased shipping and tourism can expose more people and infrastructure to hazards once considered remote. As the polar world becomes more accessible, the geography of opportunity and the geography of risk increasingly overlap.

A more effective response must therefore go beyond conventional disaster planning. Monitoring should combine satellite observations, seismic and hydrological instruments, ground-based measurements, and the knowledge of people who live closest to changing landscapes. Warning systems must be designed around the actual pathways of danger: confined fjords, steep valleys, debris flows, unstable slopes, and the possibility that roads, bridges, power supplies, and communications will fail during an emergency.

Transboundary cooperation is equally important. Governments need arrangements for rapid data sharing, common hazard assessments, emergency notification, and coordinated protective action before a disaster occurs. In the Himalayas, this means adapting the principles of Arctic cooperation to high-mountain river basins. In the Arctic, it means connecting local knowledge and community observations to scientific monitoring, regional co-management, territorial governments, and international maritime institutions.

The Arctic also offers a broader lesson about the relationship between vulnerability and agency. Indigenous communities should not be treated merely as passive victims of environmental transformation. Inuit knowledge, local observation, and institutions of co-management can help identify emerging hazards and improve the legitimacy and effectiveness of adaptation. Those who live closest to changing ice, permafrost, rivers, and mountain systems must have a meaningful role in deciding how risks are monitored, communicated, and managed.

Climate justice, in this sense, is not only about reducing emissions or compensating communities for environmental harm. It is also about exposure, preparedness, authority, and recovery: who receives a warning, who can act on it, whose knowledge is recognized, and whether affected communities have the resources to rebuild their lives.

Conclusion: Learning to Think About the Unthinkable

The three collapses of stone and ice—Dickson Fjord in 2023, Tracy Arm in 2025, and Langtang Lirung in 2026—demonstrate the need to expand our understanding of climate risk. Together with the symbolic comparison to the Twin Towers of steel and concrete, they reveal how the failure of a single massive structure can unleash consequences that extend far beyond the point of collapse.

The Greenland event showed that a remote mountain failure can make the planet ring for nine days. Alaska showed that a similarly powerful event can occur in a heavily visited tourist corridor and end without casualties largely because of the timing. Nepal showed how a collapsing mountain can generate a deadly downstream cascade across a populated and geopolitically sensitive region.

These events do not establish that every unstable mountain will collapse, or that all such disasters can be attributed to climate change alone. They do, however, underline the importance of understanding how warming, glacial retreat, permafrost thaw, and changing slope conditions can interact to create hazards that conventional warning systems may not adequately anticipate.

The most dangerous assumption would be that remoteness guarantees safety, that historical experience defines the limits of future hazards, or that political boundaries can contain the consequences of a geological collapse.

The lesson of the climate bomb is not that catastrophe is inevitable: it is that preparedness must evolve as rapidly as the hazards themselves. We cannot prevent every mountain from moving, but we can improve monitoring, strengthen early-warning systems, coordinate across borders, and give local and Indigenous communities a central role in shaping the decisions that affect their safety.

The Cold War taught us to think about the unthinkable. The collapsing towers of stone and ice demand that we do so again—not by surrendering to a narrative of inevitable doom, but by building the scientific, political, and institutional capacity to confront a changing Earth before its most violent surprises arrive.

What I learned in Community College

A salvo:  As a returning student in my thirties, I must admit I am thoroughly enjoying the community college experience — it blows my mind that I have the freedom to return to the academic environment and pursue my education in a convenient and cost-effective manner.  Surely this is a testament to the community college system, and for that, I am grateful.

Now that I’ve established my gratitude, I’d like to outline briefly what I’ve learned in my first semester back in school, and solicit the well-educated community that is notesonliberty.com for a bit of guidance.  Hopefully, you fine lot will provide me with some direction and perspective.  I intend to apply to a California school upon completion of my transfer program at the end of the 2014 academic year.

Here is what I’ve learned in a semester at Cabrillo college in Aptos, CA:

GEOG 3, Physical Geography:  Anthropogenic climate change is a fact.  Humanity is a juggernaut exhausting the planet’s resources, polluting, heating and overpopulating the environment.  The planet’s ability to support us is quickly and undoubtedly reaching the breaking point, and the solution is radical and immediate de-industrialization and depopulation.  The fact that industrialized nations and economic development provide innovations that result in efficiency and sustainability, as well as a negative replacement population rate matter not.  Humans must cease to eat anything but primary energy producers (plants), and ‘enact policy’ to curtail fertility by all and any means necessary to save the planet.

CG 65, Leadership:  Democracy is fair and effective.  It is just and fair to allow the tyranny of the majority to compel by force the theft of property from individuals in the form of taxation for the ‘common good’.  The importance of understanding the electorate’s will is secondary at best to mastering the process by which I as an individual can gain power and privilege through the exploitation of the democratic process.  Open manipulation of the will of the masses is the only just means to gain dominance over my neighbors and co-opt their liberty and resources.  Individual ability is meaningless, and it is unethical to use superior individual ability, labor and intellect to succeed, because that would be unfair to the dull-witted and lazy.  Those who have no power or ability have been exploited by individuals with power and ability, which is unethical.  The ethical way to exploit the public is as a group.  Everyone has equal value and ability, and it is wrong to favor individual performance based upon merit.  An individual’s worth is based on their ability to consent to the democratic process, and there are no natural leaders — leadership is a learned skill.

ACCT 151a, Financial Accounting:  All systems of accounting exist solely for the expressed purpose of paying the state.  I am compelled to violate my own right against self-incrimination by ‘voluntarily’ providing the state with a detailed log of all of my economic activity, so that I can ‘voluntarily’ send them a portion of that which I have earned by way of participation in commerce.  I must use Generally Accepted Accounting Principles and keep meticulous records, based on a system codified by a medieval Jesuit named Fra. Lucca Paccioli, which he derived from ancient Sumerian systems of accounting and transcribed in the margins of a bible.  Should I participate in commerce in any other manner, or fail to disclose exactly what I’ve done with every dime that passes through my hands, I will be fined or imprisoned.  Corporations (that is, ideas drawn on paper) are people who never die and have rights that supersede the rights of natural people.  This system exists for my benefit…somehow.

SOC 2, Introduction to Sociology:  The ‘sociological imagination’ is a process by which unique individuals are grouped and classified as either privileged or victimized.  Race does not exist biologically, and gender has nothing to do with sex — paradoxically, people of western European ancestry with testicles are inherently evil, unless they are homosexual and socialist.  The laws of the natural, biological world are immoral when applied to society, even though Sociology as a field proposed the theory of Social Darwinism.  Central planning is needed to control the actions of individuals, and a free society is inherently unjust.  Though the ‘sociological imagination’ has given birth to the greatest evils of human society — Totalitarianism, Eugenics, and Human Bondage, sociology is somehow the salvation of human civilization.  The ‘great sociologists’ include Marx, Sanger and Mao — three people responsible for the death of millions.  Enlightenment thinkers and individual liberty is wrong, and Thomas Jefferson’s ownership of slaves somehow invalidates the merit of any concepts he wrote on human liberty.

With all of that being stated — I pose a question to you, the great minds of notesonliberty.com:  To which schools within California shall I apply?  To which programs?  Is there any merit to a college education that has a legitimate basis in Art and Science, or is education within the college system simply a continued exercise in political indoctrination?  I write this in earnest — my thoughts aren’t in the least tongue-in-cheek.  Please, please, please, guide me to quality schools and baccalaureate programs for a libertarian thinker, so that I may not abandon my quest for a degree.

Help me, Obi-wan Kenobi.  You are my only hope.