摘要：It is evident that almost nobody is satisfied with contemporary (science) education, however, critique and proposed solutions to the perceived educational problems are sometimes established from opposite reasoning. Nowadays we can witness, for example, debates about position, role and effect of digital mobile technologies, social networks, and many other issues on behaviour and performance of students. Suggestions about their place in science education are on a scale between transforming education toward digital technologies and calls to prohibit, at least some of them, on the other end. Unfortunately enough argumentation too many times follows patterns recognized as ‘The demon-haunted world’ (Sagan, 1995) and a vocabulary and argumentation in line with Frankfurt’s (2005) famous essay ‘On bullshit’.
