We are making progress in teaching (and understanding) science as a hands-on, interactive process.
We need to make greater progress in teaching (and understanding) science as "getting it less wrong".
We need to make greater progress in engaging all students (and all humans) in science understood as the process of continually "getting it less wrong".
Both the web and improving understandings of the brain can help.
We also need to further alter both the perception of science and the culture of science itself to invite all students (and all humans) into the ongoing process of telling, listening to, and modifying stories.
To achieve this, we need to help students (and all humans) learn to appreciate, and even enjoy, participation in a process of permanent, somewhat unpredictable change.
We need also to recommit ourselves as scientists to following honestly our own set of core values so as to model it for others, and make our distinctive contribution to the ongoing evolution of the human story of meaning and purpose.
"Science" is research done to "get less wrong", not research done for commercial objectives nor research justified by a desire to satisfy narrow, short-term human wishes.
"Science" should lay claim to social resources in terms of its relation to human curiousity and the associated likelihood of long-term contributions to human well-being, not in terms of its near -term ability to fix human problems.
"Science" needs to clearly accept and bear in mind its responsibilities for its inevitable broader social impacts, which may be in the short run either positive or negative and are always somewhat unpredictable.
These are not easy tasks, but the payoff is high, both for science and for humanity: a world in which we don't fight over who's right but rather value the differences among us as the wherewithal that makes each of us valued contributors to the continuing creation of a "less wrong" human story.
