We have been extremely successful in obtaining information about nature. That information has been the basis of applications which have given rise to the technological bonanza the world is enjoying today in our post-industrial society. In spite of having obtained illuminating answers to our questions about nature, we have failed to convey clearly to tlle public the practical implications of our most important discoveries. Such knowledge is essential for influencing public policy in a way that safeguards the environment and optimizes conditions for humans to prosper in' the future. Our approach to knowledge based on common procedures, measurements and predictions must be contrasted to irrational forces that appear to be in ascendance at the dawn of the 21st century.
Teaching is an enterprise fraught with difficulties.
It requires careful observation, information gathering, organization and analysis. Ille best mam1er for individual students to construct their knowledge base. This approach will insure that our teaching translates into learning by our students. A very important component of articulating scientific findings to the public is our participation in the development and teaching of interdisciplinary courses. Faculty of different disciplines can cooperate to design and teach courses that involve students in analyzing and solving problems that are truly relevant to their lives and to society.