Are you using some definition of “working” narrow enough to exclude all the stable bridges, faster microchips, mathematical proofs &c. being produced by people who were taught the current compromise?
Yes, I am. If science education is working, then most students who take a science class should see a subsequent measurable long-term increase in scientific literacy, critical thinking skills, and general understanding. Our current way of teaching history may be having no positive effect even on our bridge-building, microchip-designing capacities. History as it’s currently taught is if anything a distraction from those elements that are producing technological progress.
Are you using some definition of “working” narrow enough to exclude all the stable bridges, faster microchips, mathematical proofs &c. being produced by people who were taught the current compromise?
Yes, I am. If science education is working, then most students who take a science class should see a subsequent measurable long-term increase in scientific literacy, critical thinking skills, and general understanding. Our current way of teaching history may be having no positive effect even on our bridge-building, microchip-designing capacities. History as it’s currently taught is if anything a distraction from those elements that are producing technological progress.