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The aim is not to have mem-hers of the general public attuned to science to the point where they can make expert scientific judgments, but rather to equip them to understand who the experts are, why they really are experts (as opposed to mere
posturers), and how to seek them out when expertise is necessary. This is a big step down from more grandiose notions of scientific literacy still propounded elsewhere-for instance, the insistence of the NSF's "Guiding Principle" that "all children can and all children must learn rigorous science, mathematics, and technology.
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Norman Levitt (Prometheus Bedeviled: Science and the Contradictions of Contemporary Culture)