Hi Grim. The local public high school in our town has over 1500 pupils and all are housed in far to few overcrowded classrooms.
There aren't enough teachers, so they have many substitute teachers in place who don't really know the students.

Because of the large numbers of students, overcrowded classrooms, substitute teachers and lack of teachers, the school is known to have severe discipline and bullying problems.

My daughter has always been shy and needs direction to help her learn.
She would have been lost in that school.

She thrived in the 500 pupil smaller school that had smaller classroom numbers and plenty of permanent teachers.

Hi Peter,

You make a few valid points, including the distinction when the domains of mythos and techne. Nonetheless, you appear to limit science to the physical science. Alternatively, anthropology, forensic histology and pychology do study religions and morality: e.g., Lawrence Kolberg studied morility, wherein, I would put, Elohim might not stand with Jesus.

By Year Ten children would easily comprehend the "Multiplcation of Classes" (Piaget) relevant to understanding the Periodic Table. The problem might the Table, rather understanding the physics of atomic shells and valency, which are necessary complements.

In earlier threads, we have already covered the relationship between Mythos and Reason. Before the Enlightenment and Great Divergence, the Christian Church was quite successful in claiming ground ground fron science/reason into the realm of Mythos. Flat earths and universal floods etc... Maybe, in the era of The God of the gaps (still some gaps not explained by science), theologians have repositioned to place their realm of Mythos before(qedem) and behind (achron) the domain of science. Creationists aside, "Yes, evolution exits, but God pulls the levers". It is a cleveler response,really, because igorance is infinitely divisible; so, no matter what science comes up with religions can claim the puppeteer.

O.

Meanwhile, in Berkeley California, proponents of the religion of racialism seek to cut down on science classes because the high achievers are all Asians and Whites.
Presumably the money saved will be allocated to the real sciences, such as Studies of Black and Hispanic Disadvantage.

Peter: i.e, Peter Sells.