I generally agree. As I learn more, I realize how much we teach kids younger in their lives is oversimplified, bowlderized BS, no matter the topic. I think th

I generally agree. As I learn more, I realize how much we teach kids younger in their lives is oversimplified, bowlderized BS, no matter the topic. I think that's unavoidable. You have to learn some comic book version of, say, physics before you're ready to talk about the Kuhn and paradigm changes and so forth. But there's also a real danger here: whatever your dumbed-down version of a topic is, it had better be a positive one, one that engages and challenges students to learn more. Negative stories and narratives have the self-destruction of passionate learning built into them. It's poor-quality pedagogy. If I teach a class of fourth graders that clowns are evil, have always been evil, circuses are the work of the devil, and so forth? I can guarantee you that nobody in that classroom will ever become an expert on the fascinating history of circuses, animal shows, clowns, and so forth. It's extremely tough to get students wound up enough to spend a huge amount of time diving in somewhere, but it might take ten seconds to turn them off to an entire area of future study. And frankly, those simplistic good-vs-evil stories are not only bad history, they're boring. They make consumers dumb. They make for idiotic public discussion. (Like I said, I tend to rant. I feel that we are cheating an entire generation out of the deep and beautiful vista of the humanities in our endless search to sell stuff to one another)