This is not a joke: 1 in 2 young people think astrology is a science.

According to a study by IFOP, 49% of young people believe that astrology is a science, an increase from 43% in 1999.

This trend is accompanied by an increase in beliefs in other occult domains: 48% of young people believe in spirits, an increase of 8 points since 2004, and 35% believe in reincarnation, an increase of 15 points over sixteen years.

Furthermore, 41% of French people believe in astrology, an increase of 8 points since 2000.

More than a quarter of French people have consulted a specialist in these beliefs, with 18% for astrology, 14% for clairvoyance, 10% for cartomancy, and 6% for numerology.

What is the national education system in France doing about this? Isn't this the role of the school?

Imagine in 2030, we will reach 65%?

In the face of this rising tide of esoteric beliefs, should the national education system reconsider its priorities?

Should we integrate the study of chakras into the biology curriculum or offer divination options in mathematics?

After all, if nearly half of young people think astrology is a science, why not create a BTS in divinatory arts?

These trends raise questions about the ability of our educational system to instill critical thinking and scientific reasoning.

To combat excessive simplification, quackery, shortcuts, misinformation, and platitudes, what could be more important?

If young people are turning to the stars for answers, perhaps it is because they are not finding them on Earth, in our classrooms.

It is time to strengthen the teaching of sciences, to promote analytical thinking, and to vaccinate our students against pseudoscientific drivel.

And for those who want to avoid divinatory orientation through psychometric tests, I propose exactly what you need: an offer that is 100% brain juice, questioning everything, with not just a belief, but a certainty—the influence and lack of reflection in orientation is a scourge.