Abstract
The Feb. 16, 2004, edition of the Toronto Globe and Mail carried an article subtitled “Canada fails to teach the drama of science.” From what I have seen, I doubt that this is a shortcoming peculiar to the Great White North. Under pressure to “get through the material,” the tendency is to teach the concepts and theories, without mention of their origin, or at least of the human components of their origin. This is understandable to a certain extent: There seems to be ever more material that we should teach physics majors before sending them off to graduate school or on to the job market. We hope that they will be curious enough, as many of us were, to look into the human factor on their own. This works to some degree, but fails completely when teaching science to nonscience majors.
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