Abstract
A recent survey of Canadian secondary school curricula and associated interviews with provincial individuals who are responsible for curriculum design was intended to evaluate the focus of secondary school curriculum content to see if they met six parameters on climate change education, as outlined by the study’s authors Wynes and Nicholas (2019). This paper challenges the fundamental premises of Wynes and Nicholas, their confirmation bias, their view of the purpose of education and the application of the scientific method. Although this is an independently authored paper, with no direction from any party, the author declares her own confirmation bias as a part-time contractor to Friends of Science Society, an organization referred to in the Wynes and Nicholas paper.
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