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126 M.P. Mueller and D.L. Zeidler

to become informed so they can make sound research judgments. Science has to do
with paying attention to our assumptions, asking essential questions, selecting pro-
tocols, designing investigations, collecting high-quality data, and being morally and
ethically scrupulous with the formulation and representation of conclusions. The
same characteristics should apply to the science education of our students. Our
students should become involved in authentic studies of local problems and become
empowered to offer resolutions. As young citizens, they may have untainted perspec-
tives worthwhile of policymakers’ consideration.

A Final Note

How should we live in relation to others? How far should we travel to consider the
impacts of our policies on others? During rough seas, when do we navigate our ship
on a new course or uncharted waters? If these problems are deemed appropriate and
significant for science education, ecojustice through SSI will shed some light on
solutions, which may take us in directions never traveled or least traveled by.
Regardless of whether we stay the course, our students should have opportunities
to consider the consequences of their actions on others.

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