Abstract

The traditional, dogmatic educational sys tem was reinforced by the addition of science instruction to its curriculum. Three errors are reinforced by this move and the subsequent split of the system into streams. a) Pressure is confused with coercion, b) Interactive study is confused with assigned e x e r c i s e s a n d w i t h s e l f- instruction, and c) Aptitude (disposition) is confused with talent (ability). Reform must begin in the public educational system, at least until experimental schooling becomes the norm; yet research must now repudiate traditional v iews and develop the theory of, and the tools for, free interactive study, aiming at imparting universal literacy, including science literacy.