One of the main approaches used in communicating environmental issues to citizens is conveying "factual" information about a particular environment. However, despite previous research and recommendations made by critical environmental educators, there still seems to be a belief that the more "factual" information one can convey, the more citizens will become aware of the issue, and this will prompt them to change their behaviours. In this article, I will argue that continuing with a "fact"-focused practice in Japan and elsewhere could be problematic for three key reasons: (1) it ignores diversity in the "facts" provided to people; (2) it reinforces the "hierarchy of knowledge"; and (3) it ignores the "myth of nature" among information receivers and senders. Key recommendations for incorporating a critical environmental education approach include utilising locally available environmental information on contentious environmental issues; investigating particular terminology used and missing information (including tacit knowledge); and encouraging critical learning about statistics and pictorial representations.