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Uhmm, my parallel didn't fail at all, you seem to be missing the main point - where would you draw the line of what is taught and what isn't - what would your criteria be?

So let me reiterate and...

He-he alex, well, that's fairly straightforward math, which normally doesn't fit in high school curriculum. The point is that not everything can and should be taught at school.

My view is that the...

Indeed, and math can be taught w/o irrational and complex numbers. Whether it is a good idea is a whole other story. After all why stop at complex numbers and not deal with quaternions, manifolds or...

I thought the new doctrine was that the only way to get protection is to not play these parts.

Actually this is not dissimilar where the theory of electricity was in XIX century- proposed theoretical particle that would make the equations work OK. I personally am yet to see an electron, still...

I would point out that you believe wrong. There were countless of observations that things fall before Newton, and if you are familiar with history you would also know that there were no lacks of...

John, I'm not sure you use the terms science, theory, proof, evidence, and fact the same way as scientists use them. If you want to be philosophical yes, by certain standards you cannot prove...

Not sure what is from start to finish, but the first thing I can think of is (the rather serious problem of) microorganisms developing resistance to antibiotics.

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The snake is cattle which has scales? I thought it was permissible to eat cattle and fish with scales, but not snakes. Actually thinking about it seems edibility is based on whether it...

After reading so many posts it seems to me that there is misunderstanding on the approach to the problem.

1) Science class teaches the origins of life and therefore it should include the...

That's an interesting - is that bad school, or a straw man?

Yes, I believe education should be more about learning to learn instead of learning the prevailing dogma as 'facts'. For good or bad we like to separate different aspects of the process. Thus...