As a geographer and former high school geography teacher, I must confess that I take some scientific facts for granted, such as climate and the water cycle. A recent post “Climate Science Meets a Stubborn Obstacle: Students” by fellow blogger Robert Vella brought to my attention the challenges some of our high school science teachers face in regions of America where climate change denial creates havoc in the minds of our youth.
When your father has raised you to believe that the coal they once mined, or still mine, can in no way affect our climate, it’s difficult to have an open mind to scientific consensus on the issue.
Geography lessons in high school expanded my curious mind to our relationship with our world: land, oceans, atmosphere, and all the in-between. When taking a climatology course at university, I found myself at a disadvantage for having chosen to study art instead of physics in high school. I had lots of catching up to do. Our course in biogeography alerted me to the ways that we humans are degrading our ecosystems. Those were the days before the Internet and Wikipedia. Continue reading