Those having powers are mediums, the chosen. This stratification contributes to the emergence of a blind fatalism and the loss of any sense of responsibility on the part of the individual. It is mainly for this last consequences in the behaviour readily observed in many youngsters that in the educative system the prophylaxis of pseudo-sciences is crucial. An essential goal of the agencies diffusing scientific culture should be to form people with aptitude to reflexion, to be receptive to new ideas and to be capable of having a critical attitude . We should not limit ourselves to the transmission unavoidably finite of a matter, a subject or a discipline.
Sociological investigations illustrate the consequences of the gaps in our educative system.
The most important of these voids is maybe that science is seldomly taught as a cognitive tool. Science is indeed taught in the context of a specified field. With all the connotations and implications infered by this last word. The dialogue is more than urgent if one wishes society not to be clouded by obscurantism and unreason. But the acquisition of a scientific culture requires first the comprehension of what is a scientific approach .