alt Hacker NewsIt is true for multiple topics too, like economics. It is almost worse off for people to take these 100 level classes without then taking 200 and 300 level continuations. They think they have extra knowledge in the subject because of the classes but it was really just a primer later to tell them why all that stuff sounds good at first but is completely wrong and useless.
A kindergarten science education person suggested their kids have a human right to understand their world then, rather than a lifetime (for them) later. So atoms, etc.
I think that far far harder than they thought - "adapt later material for a younger audience" vs "wield lots and lots of research community domain expertise to craft largely novel content".
But I've found it an interesting probe question: How would you teach some domain differently, if you primarily cared about... what to call it... non-deferred epistemic agency and calibrated/unfiltered sense-making? No learning linear systems without learning how to do linear approximation of systems in a mostly non-linear world. Ideal Gas Law chapter questions still have numbers for solid argon, but the intended learning outcome is "nope!" not mindless "PV=nRT!". No "this course will leave you with lots of new misconceptions about the world, but we'll clean those up in later years for those who stay with us".