This chapter discusses the importance of objects—artistic and mundane—in fuelling the passions of children who will eventually become some of the most important inventors and scientists. It engages with the current debate over the plummeting number of US-born scientists and engineers, asserting that a renewed focus on the philosophy and practice of education is needed to begin addressing the roots of the issue. The Ross Schools and their philosophy that respects the importance of the tactile, the sensuous, and the aesthetic in all aspects of the curriculum, with no exemption for science and technology, serves as an example of how schools might approach the teaching and learning of science today. The chapter also rejects the false dichotomy between science and art and instead provides descriptions of how art materials can become objects-to-think-with.
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