Courtesy of bbc 'world service', serendipitous introduction to concepts such as "my truth", "emotional truth" (yes there are such things!) within an era of false news dis/mis-information due to questionable social media, has prompted the question about the value to teach chemistry to young people in such an environment.
Despite the dichotomy of usa space mission 'artemis II', in the midst of war with Iran, seems that little progress has been made since the first "whitey on the moon" expedition. There are some that continue to believe that space exploration is "fake", whilst others take tentative steps to begin asteroid exploitation. In consideration of the resources already extracted from Earth, with little concern for extant inequity, role of science seems destined to repeat the mistakes of past reluctance to question the economic and political environment.
Relevance to imminent teach resumption? Managers appear to " manifest their own truth", to "believe" that these children can achieve anything they want, contrary to any evidence. Perhaps as a mere "foot soldier", the answer is the play the game, keep one's "own truth" without effort to persuade and collect the wage...
Terminal exams imminent, but are the students capable of independent revision? "A" students, of course; the others need some sort of structure. The "holy grail" of "personalised learning" is probably most applicable to these final stages of revision.
Standard "generic" lessons of a specific topic for all to learn/study/revise, would be irrelevant to the top ability student and too imprecise for the others, to benefit from the time in such lessons; in a world of extant absences, lower population classes would be an inevitable consequence. Perhaps optional 'study leave' is the answer: top students are left to focus without compulsion to attend, whilst others get the opportunity for individual support.
