We do have something of a story here, a true story, that we can work with religiously should we elect to do so. … There are clearly all sorts of flav… - Ursula Wiltshire Goodenough

I think that with all the emphasis on achievement, careers and competitiveness, science education has become — with notable bright spots to be sure — a joyless, alienating and frustrating experience for millions and millions of kids. There are those science-fair-winner types and then there's the rest of the class, not grooving on the material and hence, they find out, doomed to mediocre futures. Seems like ambivalence and hostility aren't such surprising responses to such a message. … I think things might go better if the narrative of our scientific understandings of nature — what some are calling "Big History" — were told early and often, capturing the interest and imagination of students from a young age. They might then be eager to learn the problem-solving, evidence-based process of scientific inquiry that has led to these understandings.

The biochemistry and biophysics are the notes required for life; they conspire, collectively, to generate the real unit of life, the organism. The intermediate level, the chords and tempos, has to do with how the biochemistry and biophysics are organized, arranged, played out in space and time to produce a creature who grows and divides and is.

It seems far simpler to go ahead and say that the epic is a fantastic myth, that happens to be true of the material Universe, that other myths are true in terms of their cultural meaning, and that there's absolutely no problem with holding more than one story, just as there's no problem with viewing the sunset in terms of planetary rotation and spectra and nuclear fusions one moment and as visual splendor the next.