The current generation of
high-school students is faced with a vast torrent of information regarding
current events and issues, and environmental issues tend to be among the more
salient topics. The quality and veracity of the contents of the information
often times is dubious, and this illustrates the need to establish a reliable
source of factual and politically neutral information regarding environmental
issues; this can be conveniently accomplished by introducing education for
environmental citizenship into the high-school curriculum in a more systemic
manner.
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