Yes, often what is taught is taught in a manner that seems mysterious in origin, as if it were revealed, certain and final, and developing a sensibility like that concerning scientific matters is not good. You could argue that the viability of science as such rests on certain articles of faith, but the particular findings of science themselves are a matter of demonstration, interpretation of demonstration and argument making use of interpreted demonstration, as well as the making of certain working assumptions that do quite a bit of quiet heavy lifting. The last, I think, receives too little attention, but it also supports the idea that practical and pragmatic rather than theoretical motives and habits drive much of scientific activity.