Comment on Climate science in public schools by Brady Caldwell

I am a science teacher in Sweden. Sweden’s new middle school curriculum (class 7-9), starting in the school year 2012-2013 (.pdf English translation) -
http://www.skolverket.se/2.3894/publicerat/2.5006?_xurl_=http%3A%2F%2Fwww4.skolverket.se%3A8080%2Fwtpub%2Fws%2Fskolbok%2Fwpubext%2Ftrycksak%2FRecord%3Fk%3D2687
- has this, in the of Physics subject section (p 123), instruction to teachers on what to teach:”Models in physics to describe and explain the earth’s radiation balance, the greenhouse effect and climate change”. That’s it.
However on the next page we have: “Critical examination of information and arguments which pupils meet in sources and social discussions related to physics” – this critical thinking about evidence and arguments is all through the new curriculum. Great!
So the new Swedish school curriculum is easy to interperet in a more rational and evidence based manner. Good!
But the Swedish science textbooks sold here are very much biased to explaining just the alarmist side of the story. Most Swedish teachers, I gather, don’t know about or have no time to bother about the skeptical side of the man-made global warming argument, as required in the new curriculum. But at least there is a way out for science teachers who want to avail their students of a critical thinking approach to their study of the world