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We must imbue our children with principles of the higher-self, principles which see all people as true equals, and above all, which are sensitive to the delicate and fragile balance of life.

I believe that part of what propels science is the thirst for wonder. It's a very powerful emotion. All children feel it. In a first grade classroom everybody feels it; in a twelfth grade classroom almost nobody feels it, or at least acknowledges it. Something happens between first and twelfth grade, and it's not just puberty. Not only do the schools and the media not teach much skepticism, there is also little encouragement of this stirring sense of wonder. Science and pseudoscience both arouse that feeling. Poor popularizations of science establish an ecological niche for pseudoscience.

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