Okay, so given this answer here's what I would do:
1) I wouldn't make it the entry level course. It's clearly a paradigm that's used by a minority of people, so it doesn't make sense to start educating students with it.
2) I mandate that all students take it, maybe in their 3rd year. We're going to mandate it because there are tangible benefits (which we've assumed for the sake of this argument). They're going to find it harder and more confusing because its's different to what they're used to. A lot of them may not like it and won't see immediate benefits. Some may even come to dislike it. Frankly, I don't care, some will pick it up and learn about it further. And when the students that disliked it inevitably run it into the future, they sufficiently prepared to deal with it.
We're back to square 1: forcing it down student's throats. If you still think that we shouldn't be forcing students to learn FP in schools, I think you have a problem not with FP but with structured curriculums.
1) I wouldn't make it the entry level course. It's clearly a paradigm that's used by a minority of people, so it doesn't make sense to start educating students with it.
2) I mandate that all students take it, maybe in their 3rd year. We're going to mandate it because there are tangible benefits (which we've assumed for the sake of this argument). They're going to find it harder and more confusing because its's different to what they're used to. A lot of them may not like it and won't see immediate benefits. Some may even come to dislike it. Frankly, I don't care, some will pick it up and learn about it further. And when the students that disliked it inevitably run it into the future, they sufficiently prepared to deal with it.
We're back to square 1: forcing it down student's throats. If you still think that we shouldn't be forcing students to learn FP in schools, I think you have a problem not with FP but with structured curriculums.