The sad reality is that even in the early grades of elementary school, it was clear that the first time he is likely to see science that is remotely interesting, even mildly conceptual or explorative, and taught at a depth/ level to have some meaning, will be in high school. That's an awfully long time to wait, and way too much time spent learning that science is excruciatingly boring and irrelevant.
And then policy makers fret over the productivity gap, as though the nexus between education and skilled labour productivity didn't exist. I'm starting to wonder if there are two credentials floating around locally-- the conventional "Ed" for education, and the lesser known "Ed" for evidence disbelief, which masquerades as the former.
