Making Physics Inclusive

Goal 4 of the Sustainable Development Goals (part of UN's Resolution "2030 Agenda") is about ensuring inclusive education. Usually, this means that students with diverse abilities should be supported so that they too can meet formative success. But the perspective of inclusiveness should also lead physics teachers into reconsidering their teaching: while traditional approaches may provide a solid background to future STEM-students, they fail to engage most of the other students, for whose cultural maturity physics will therefore play no role. This is a cultural pity and an enormous waste of resources. The school has the task of fostering students' ability to make sense of their experiences, and physics must also contribute to this task and be able to do so for the largest possible number of students. It is then necessary to reflect on how to redesign the way of teaching physics to make it more inclusive. One possibility is that of highlighting physics' ability to create images that have a powerful value also on a metaphorical level, and that therefore lend themselves to be used also in other disciplines. Here I provide a list of real school life examples and discuss why this can be a great, innovative opportunity for physics teachers and for physics itself.