In this workshop Mark will argue that children are born with a natural and intuitive responsiveness to mysterious phenomena and experiences, but that our education system (and, to some extent, our contemporary society) encourages them to ignore what can’t be explained, and to focus on whatever can be accounted for within the confines of empirical science. He will propose that school and higher education studies ought to consider these issues, and will offer some tentative guidelines on how this might be done.
