David Shaw wrote: > How much harder is it to bring reality to a situation once someone > has "fed" the misunderstanding?
Should we forbid high schools from teaching Newtonian physics? The notions of absolute space and absolute time are gross misunderstandings of reality. How much harder is it to bring reality to physics once a well-meaning teacher has fed these misunderstandings? We use Newtonian physics to teach the scientific method. Students are taught to observe, to hypothesize, to create models, to test them, and so forth. Once the students have a good grasp of the tools, the teacher says "... oh, and by the way, Mercury's precession is off. Hmm. Maybe we should look into that." [*] Similarly, I think there's value in developing the skill of "given these trust axioms, what actions should we take?" first, and then challenging people to re-evaluate their axioms. That said, reasonable people can certainly disagree on this -- we left objective fact behind us a long time ago, and are pretty far into the realm of personal opinion. :) [*] Well, _good_ physics teachers do, anyway. (Thank you, Professor Lichty.) _______________________________________________ Gnupg-users mailing list Gnupg-users@gnupg.org http://lists.gnupg.org/mailman/listinfo/gnupg-users