Last week, a colleague remarked that my 8th grade Physical Science course wasn’t part of our school’s “core” curriculum because it was not English, History or Math (which I guess are the now accepted core-subjects??).

I was shocked by the sentiment (and insulted that someone would think you could study Science in the absence of History, Math, Art, Literature or any variety of other artificially separated subjects).

Evidently, that sentiment is part of a larger and more disturbing trend in the U.S. that I hadn’t observed because of my naive assumption that the principles of science (in general) are important to parents, administrators and fellow teachers…

Shuttle Atlantis Home! Prompts Me to Look to the Future … and I’m Troubled | Dr. Jeff’s Blog on the Universe: “More generally, will we be able to compete in the global 21st century high technology marketplace? Are we taking science and technology education seriously? Are PARENTS taking science and technology education seriously? Do Americans know this is of strategic national importance? And do Americans know that our national prowess in science and technology is about the future of our children, our standard of living, and the American dream? We are living through changes forced by globalization and the marketplace. Are jobs lost ever coming back? Are we training Americans—all Americans—in our grade K-12 system and in our colleges and universities, in the skills required by 21st century jobs?”

I don’t advocate science literacy because of the inherent national interests only. Rather, knowing the scientific method helps a young person better develop critical thinking skills that will aid them throughout life and career.

So here’s to hoping that the American view of science changes (and soon)…