The Crux of Course Design in Probability

Not long ago probability was investigated, taught, and published in the way sheep are counted, distances, time and money are accounted for, and physics is pursued, that is tacitly supposing that everybody - investigators, teachers, students, authors and readers - knew what dice, heads and tails, stakes, chances, events, dependency and independency are. There are didactical reasons to believe that at school level probability cannot be taught in any other way, but at any account it may be taken for granted that intuitional knowledge about such tools and concepts is indispensable whenever probability ought to be related to reality.