Higher education institutions around the world claim to educate students to think critically and independently. New Zealand’s Education and Training Act (2020), for example, confirms that the principal aim of universities is to develop intellectual independence. But higher education has long-standing concerns about its ability to teach outside disciplinary boundaries and increasing pressure to address matters of environmental, social, and economic justice. This chapter will focus on science, science education, and science education’s responsibility to graduate citizens who are able and willing to think critically about the problems of the world, even in circumstances that do not encourage them to do so.