When Facts Fall Short: Tackling Unfalsifiable Claims in Sustainability Education

In sustainability education, many claims are unfalsifiable. These include vague statements, normative assumptions, or speculative predictions that resist empirical testing yet shape pedagogical discourse and policy. Drawing on philosophical insights from Popper, as well as logic-based mythbusting strategies proposed by John Cook and others, this post examines how educators can critically engage with such claims. Rather than attempting to falsify, I argue for exposing their logical weaknesses, rhetorical techniques, and conceptual ambiguities. The goal is not to eliminate unfalsifiable beliefs, but to recognize and evaluate them responsibly—strengthening clarity, intellectual rigor, and professional judgment in the face of persuasive yet problematic narratives.