…What is the knocking?
What is the knocking at the door in the night?
It is somebody who wants to do us harm.
No, no, it is three strange angels.
Admit them, admit them¹¹²

Welcome into radical re-enchantment, into the risky territory of spirits, goddesses, and angels. Such an otherworldly shadowy realm was a definite no-no for the mechanistic science curriculum. Today, however, it hesitates at the door opened by cutting edge science. Ken Wilber writes, we may agree or disagree with new paradigms, one conclusion unmistakably emerges: at most new science demands spirit; at least, it makes room for ample spirit.¹¹³

Contemporary science, states Wilber, invites spirit from the very beginning: the Big Bang model triggers the lethal blow of materialism. According to Wilber, re-enchanted science is deep and broad. It encompasses and transcends limited and narrow mechanistic science, which massively rejected Spirit, God, and Goddess, sacred nature and an immortal soul - and left us with the modern wasteland. Deep science explores the world not only through sensory or mental experiences, but also through spiritual experiences, which include contemplation, art, meditation, myth, intuition, imagination, the sense of oneness with the rest of the world.

In Magical Child: Rediscovering Nature's Plan for Our Children, Pierce writes that a very young age is the most appropriate threshold for developing spiritual knowing, since the bodymind of the elementary child remains bonded to the holographic matrix of the earth.¹¹⁴

Days of the Physical Science in Elementary Schools Course
(A soap opera)

From the student teacher's poem:

Earth

Take a handful of fir needles and cedar
Rub them between your hands
Hold them up to your nose and breathe their sent
Now you are lava
Thick and hot
Slow moving and deliberate
A lizard made of fiery Earth
You are as solid and as strong as granite
As brilliant as diamonds and emerald
You carry the imprint of layers of sandstone
You have a memory as old as time.

The Arrow of Time Points Toward Utopia

I have come to realize that the science education I have provided has been based on a Newtonian view of curriculum and as such has ignored the temporal dimensions.¹¹⁵
(David Lloyd)

While reimagining science education, I realize the importance of the interplay of history and future. Such interplay, according to Prigogine, is a necessary aspect for self-organization and creation. Arguing for incorporating temporal dimensions into science education, David Lloyd writes that when acquiring scientific knowledge in isolation we will inevitably force the development of a limited, one-sided, conscious mind and repress the intuitive other.¹¹⁶

I envision science curriculum that while honouring the past, develops students' visions of the future, stressing human power and responsibility in creation of own reality. We must teach to dream and to celebrate the dream. Otherwise, our dreams of a better future will never come.