ABSTRACT
Science and engineering are major educational disciplines that, when put into practice, have resulted in advancements of the quality of life. Furthermore, the challenges of science and engineering have driven exploration and discovery for millennia, at least since 4000 BC; this was the time of the early Sumerians. They were the first recorded humans to use petroleum in a natural or modified form, and that use will continue into the foreseeable future (Speight, 2011, 2014). However, the future does raise the specter of challenges such as energy generation and protection of the environment-to mention only two such challenges-which also demand solutions that require the knowledge derived from science and engineering. Facing these challenges will be no small task and the education of young people through schools, preuniversity institutions, and universities will have to adapt to accommodate the needs of the future. Following such a path of adaptation will require a constructive and firm examination of the qualities of teaching, from the teacher in a school to the professor in a university.
