It depends on what the OP means by “science”. If he means general science education, he has a point, insofar as it is most often taught as a dogma of facts and equations. Liberal’s point, about the divorce between science and philosophy, and the attempt to use the former to answer nonevidential questions of the latter is entirely on point, and sadly, most education programs in science, even at the post-secondary level have very little focus on the history, philosophy, and indeed pedagolocial methodology of the development of science. Lacking any grounding in that, the claim that the factual observations and theories that are the result of scientific investigation are no more valid than the errant speculations of babbling madmen and the tautological claims of priests seems justified. Only in understanding how a science came to be, the methods of discovery, and the limitation of knowledge, can one learn to differentiate between honest science and wild-ass speculation.
As far as science itself, a command of the knowledge sufficient to genuinely comprehend most fields of science in any but the most superficial way (as opposed to simply parroting back factoids the way, say, Buddhists throw off aphorisms) is beyond the layman, and indeed often beyond most trained scientists outside their field of specialty. I’ve met physicists that unjustly doubt the fact of evolution, biologists whose grasp of physics is tenuous at best, and psychologists that promote medical quackery. Knowledge, even deep knowledge, in one field, does not transfer to a command of another, but many people think so, especially those whose command of intellectual attainment in one narrow field is great. Consider astronomer Fred Hoyle, for instance, who thought himself to be an expert in matters of biology despite a complete and utter lack of qualification (either in the academic or practical knowledge sense).
For the average person, advanced and speculative science is (and always has been), if I might borrow the phrase, indistinguishable from magic. “Common” science, like that which illuminates the night and allows us to transmit ideas around the globe via the SMDB, is taken for granted. This is exacerbated when science is, as was often done during the early to mid 20th century, substituted for thoughtful consideration and fundamental epistomology. When claims that “science” would rid us of the scourage of famine, poverty, and warfare, the claimants failed to consider that the causes of these social afflictions extend beyond the physical causes and range into the mass interaction of personalities and prejudices. Asmovian “psychohistory” and Heinleinian “psychodynamics”, obvious developments of quantitative understanding of human psychology, seem quaint these days when we appreciate that strict behaviorialism is far too simplistic a philosophy by which to model human interactions.
This doesn’t mean that the world is underlain by a spiritual foundation or that there is any kind of materially inexplicable supernatural drivers; merely that scientific knowedge, as we know it, cannot quantatitively “mark the fall of every sparrow” and probably will never be so advanced as to allow us this prescience. Nor will science replace in us a reverence for the beauty of a stunning sunset or the warmth of a new love affair, even when it is able to chemically describe the interactions that make those emotions. Science is a companion and reference to our understanding of the world and ourselves, but not to the exclusion of the liberal arts (philosophy, music, literature, history, et cetera) and, for those who indulge, non-factual religious or spiritual beliefs.
Stranger