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We can not rely on the network and inspire young Einstein Attenborough, it all starts in the classroom

scientists often complain that the public does not understand. But they complain a lot: public ignorance is not unique to science. It is sad that some people can not be said of a proton of a protein. But it is also sad if they are ignorant of the history of their nation, can not speak a second language, or Syria or Venezuela can be found on the map.

In fact, I am pleased and surprised that so many people are interested in dinosaurs, the Large Hadron Collider or extraterrestrial life - all incredibly relevant to our daily lives. We must be grateful to David Attenborough, Robert Winston, Brian Cox and other popular writers and TV presenters to generate such interest. But it is sad that too often the natural enthusiasm of young people has been stifled by the time they leave school.

It's sad, because science is important for your own good. This is a cultural deprivation, not to enjoy the wonderful panorama of modern cosmology, DNA and Darwinian evolution. This understanding must transcend all national differences - and all religions, too. It should be part of world culture, but even in the UK a group of scientists, including Attenborough this week felt the need to reaffirm what

science education should be high on the agenda as an increasing proportion of jobs require special skills - from basic technical competence by professional scientists, doctors and engineers. More of our young people need to reach each level of experience. But everyone needs a "feel" the science of our environment, and a realistic assessment of risk. And "problem solving" that drives all scientists - if a cosmologist or an engineer faced with a dilemma of design with down to earth - is an essential skill. The Swedish engineer who invented the zipper jumped more intellectual than many scientists in life.

in his State of the Union in January President Obama said the forefront of science education and research would be the engine of economic recovery, and gave him a beautiful metaphor : If you are in an airplane is overweight, IT help pull an engine.

We also need to animate what is taught. Newton, when the model windmills made of young and watches - high-tech objects of their time. Darwin collected fossils and beetles. The young Einstein was fascinated by electric motors and dynamos of the factory from his father. Fifty years ago, curious children can disassemble a clock radio or a scooter, how it works, and even put together again.

But it is different today. There are now, for the first time, a gap between the objects of our everyday life and that even a single expert, let alone an average child can understand. The gadgets that now pervade the lives of young, iPhones and others, are confusing "black boxes" - pure magic to most people. Even if you also find some clues to the mysteries of miniaturized mechanisms. And you certainly can not reuse.
the extreme sophistication of modern technology - wonderful, but the benefits are - is, ironically, an obstacle to the participation of young people with the basics to learn how things work. Similarly, residents of the city furthest from the natural world than previous generations were. Science is essential to the practice of participation:. Show, do not just say, the actual experiences and excursions, not just the "virtual reality"