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Can science curricula truly cultivate morals and values towards nature? This is the question that is raised by Carolina Castano Rodriguez in her critique of the new Australian Science curriculum. In this response to Castano Rodriguez's paper we ask two questions relating to: the influence of curricula on the relationships of children and other animals; and other models of science education regarding animals and nature that may be more relevant, just, or caring. In responding to these questions stimulated by the reading of Castano Rodriguez's paper, we reflect on our own experiences. We note the conflict between the values depicted in the curriculum priorities and the underlying anthropocentric view that appears to be embedded in the Australian Science Curriculum and in curricula generally. With this conflict in mind we encourage educators to examine our own practices regarding how the relationships between humans and other animals are promoted. We put forward the idea of science education that responds to the shifting views of science and its applications outside the confines of the laboratory to one that encourages both ethical and political discussion that is already taking place in the community relating to the role of science and technology in our lives and the lives of other animals. [This review essay addresses issues raised in Carolina Castano Rodriguez's paper entitled, "Which Values Regarding Nature and Other Species Are We Promoting in the Australian Science Curriculum?" (EJ1121573).]