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I don't think science is hard to teach because humans aren't ready for it, or because it arose only through a fluke, or because, by and large, we don't have the brainpower to grapple with it. Instead, the enormous zest for science that I see in first-graders and the lesson from the remnant hunter-gatherers both speak eloquently: A proclivity for science is embedded deeply within us, in all times, places, and cultures. It has been the means for our survival. It is our birthright. When, through indifference, inattention, incompetence, or fear of skepticism, we discourage children from science, we are disenfranchising them, taking from them the tools needed to manage their future.

I don't think science is hard to teach because humans aren't ready for it, or because it arose only through a fluke, or because, by and large, we don't have the brainpower to grapple with it. Instead, the enormous zest for science that I see in first-graders and the lesson from the remnant hunter-gatherers both speak eloquently: A proclivity for science is embedded deeply within us, in all times, places, and cultures. It has been the means for our survival. It is our birthright. When, through indifference, inattention, incompetence, or fear of skepticism, we discourage children from science, we are disenfranchising them, taking from them the tools needed to manage their future.

Approximate author period: c. 1965 AD · modern

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Attribution & collection notes
Author or tradition
Carl Sagan
Attribution: attributed
Country attributed
Not established
A country attribution does not establish the earliest origin.
Historical period
Approximate author period: c. 1965 AD · modern
Approximate author-period anchor from life dates 1934 to 1996; Wikidata Q410, https://www.wikidata.org/wiki/Q410 (accessed 2026-10-08). Not a quotation composition date.
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Recorded source
Contributor-provided quotation collection

Supplied reference C; CSV row 61631; supplied attribution, independently unverified

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