Reflection on several decades of science teaching at the secondary-school level leads to the strong suggestion that a theory of science education should be based on arguments emanating from insights into the process of meaningful communication in the light of modern epistemology. These arguments show that the teacher's personality and engagement with the subject is a major source of interest and devotion of students who try to understand the presented ideas. An analysis of the conditions of this engagement leads to a vision for a future understanding of the teaching process, especially in science teaching.