We believe that it is appropriate to teach chemistry with an emphasis on ambiguity. Measurements are not exact and must be understood as approximations. Words are not exact, are often arbitrary, and must be understood as approximations with assumptions. Probably, much of our students’ education prior to chemistry has emphasized the concrete and the certain, and so it should have. But now that the student is comfortable with 9th grade biology (and 10th grade physical science, perhaps), we believe that it is time to learn to struggle with ambiguities.

We believe that this is a major yet necessary next step in the progress of one’s education. We also believe that it is the ultimate defense against quackery. Multiple choice tests and fill in the blanks have that wonderful simplicity of sports.

The lines on the athletic field are clearly marked. The rules are clearly defined. Right and wrong are defined, perhaps, by the position of the ball and the goal. We believe that our students are ready to move beyond this oversimplified version of learning into a very much messier world of uncertainty.

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