Our claims should stand up to the same scrutiny we ask of anyone else.
Propose a correctionPoint to the exact statement, explain the problem, and include a source or a stronger argument if you have one. You can question the evidence, the reasoning, or how the proposed outreach would affect people.
A reliable source that contradicts a factual claim should change the claim. A stronger argument should change the response. Evidence that our method pressures people, worsens their situation, or fails to teach transferable skills should change the method—or stop its use. Enthusiasm from people who already agree is not enough.
Reviews will be described by their actual scope and published only after they happen. No independent reviewer, local partner, or evaluated field outcome is being claimed in this edition.
Propose a correctionThe Kelly source note distinguishes first online publication on 4 November 2025 from the 2026 journal issue. Lecture 2 refers to 2025 as the first publication year. These dates describe the same paper; neither is presented as a separate study.
Revised teaching examples across the twelve humanist lectures, practice tools and English EBT materials to use coherent everyday situations. Maya’s family story now follows one conversation; the base-rate example uses a hypothetical spam filter. These are fictional teaching examples, not reported participant outcomes.
The English learner course now includes crisis contacts beside its stop rules. The leaflets point to roomforwhy.com/start and include a QR code. The leaflet exercise also asks what matters to the learner and what an action could cost. The site provides direct US call and text links for 988; local services are identified separately.
Entries describe the changes made, not independent validation of the curriculum. Send the exact page or statement and a source or explanation through the correction form.
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