sandandfoam
Veteran Member
I agree. I was reading an old article about why things float from 'School science review'. In it the author (Nicholas Selley) argues that there is no absolute truth because all the evidence can never be available. What is important is for a student to find the model that is best for their present requirements. I think there is a lot of truth in that. I think as adults we are both our own students and our own teachers. I'll quote from the full piece below. I thought it was quite profound.Most of those questions only matter in context. "Meaning" is what we say it is. "Value" is what we say it is. "God" is what we think it is. The "truth" is what is. Regardless of us. We are mostly blind and ignorant and we do the best we can within those limitations. There is no way to step out of this human condition, and look back at it, to see the "truth" of it. This is what we must accept. And once we do accept it, we are free to value as we please, and label as we please, and judge as we please. Though to what end, I have no idea. Perhaps simply to define ourselves as ourselves while we're here.
"..Right or wrong in science means agreement or disagreement between the hypothesis and the available evidence. It can never be the case that all the evidence is available, even to the experts (in fact I think the very idea is nonsense) - so there can be no absolute truth. There can, however, be provisional truth - and we should encourage respect for it.....
...Science teachers know of many similar instances where it is inappropriate to start to teach the orthodox theoretical model, even in simplified form. Electricity first enters the child's imagination as a surge of fluid along a wire (not necessarily even a circular flow), and the transfer of electrons from one orbital to another would be a distinctly unhelpful idea. Light is first thought of as a state of illumination, then as a kind of spray (like aerosol paint), and only much later as a wave motion with photon properties (or whatever). Models which are best for beginners may not even qualify as 'half-truths': e.g. Newtonian mechanics, such as the force of gravity, is immensely valuable, but is certainly not 'half-way' towards relativistic space time. All models have their strengths and weaknesses. It is up to the teacher to use his/her knowledge, skill and judgement to help his/her students to find the one which is best for them, and for their present requirements."