Of course, Krauss has a presence in the Epstein Files (eerie "dah-doo-doo-doo-doo" whistling theme in the background). So postcolonial morality and justice quickly get this privileged crusader and his complaints and Western bias cancelled or negated just from that alone. Adios, Lawrence! 
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Treating myths as science
https://quillette.com/2026/03/26/treating-myths-as-science-education-canada/
EXCERPTS: In the early 2000s, I spent much of my time over the course of several years fighting the incursion of religion into science classes in the United States. At the time, the main target of religious fundamentalists was evolution. [...] Let’s fast forward 25 years [...] A colleague recently forwarded me the current B.C. high school science curriculum for grades nine and twelve. It includes an embarrassing amalgam of religious gobbledygook and anti-science rhetoric..
[...] You may wonder how religious fundamentalism could so effectively creep into the curriculum in a progressive place like British Columbia. The answer is simple. The religious nonsense being inserted into the curriculum has nothing to do with Christian fundamentalism; rather, it is Indigenous religious nonsense. And in the current climate, Indigenous “knowledge” is held to a different standard from scientific knowledge—or, rather, to no standard at all.
[...] To be clear: This postmodern perspective isn’t science. It is, at best, anti-science. Cultural and intuitive beliefs are—and should be—irrelevant to our understanding of the cosmos. Science has taught us to conform our beliefs to the reality of nature, as determined by falsifiable evidence, not the other way around. It is fine to teach Indigenous mythological storytelling in a social science or history class but it is not appropriate to teach it as if it is science... (MORE - details)
RELATED: Decolonization of knowledge
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Treating myths as science
https://quillette.com/2026/03/26/treating-myths-as-science-education-canada/
EXCERPTS: In the early 2000s, I spent much of my time over the course of several years fighting the incursion of religion into science classes in the United States. At the time, the main target of religious fundamentalists was evolution. [...] Let’s fast forward 25 years [...] A colleague recently forwarded me the current B.C. high school science curriculum for grades nine and twelve. It includes an embarrassing amalgam of religious gobbledygook and anti-science rhetoric..
[...] You may wonder how religious fundamentalism could so effectively creep into the curriculum in a progressive place like British Columbia. The answer is simple. The religious nonsense being inserted into the curriculum has nothing to do with Christian fundamentalism; rather, it is Indigenous religious nonsense. And in the current climate, Indigenous “knowledge” is held to a different standard from scientific knowledge—or, rather, to no standard at all.
[...] To be clear: This postmodern perspective isn’t science. It is, at best, anti-science. Cultural and intuitive beliefs are—and should be—irrelevant to our understanding of the cosmos. Science has taught us to conform our beliefs to the reality of nature, as determined by falsifiable evidence, not the other way around. It is fine to teach Indigenous mythological storytelling in a social science or history class but it is not appropriate to teach it as if it is science... (MORE - details)
RELATED: Decolonization of knowledge
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