In this article, the author addresses the issue of bias in language used in conventional training in scientific writing that encourages adherence to the rule: "don't use 'I' when writing science reports." Such writing is to be objective rather than subjective; it is to be dispassionate, detached, fact-based, and reproducible. In school, however, an over-reliance on the passive voice, on asking students to pretend that who they are does not matter in their research, has the undesirable effect of disconnecting science from society. The "no I" rule certainly has its time and place, for example, when students perform calculations involving scientific laws that do not bend to opinions or wishes, but the author states, science must also be taught so that the student is a part of the processes he or she is exploring. In other words, science must be relevant to students' lives, so to this end, it is necessary to think of "I" in two ways: literally and metaphorically. This vitally important part requires re-tooling student habits away from being spectators and toward being players. Perhaps it can start with putting "I" back into the study of science, and see where it leads.