Ken G
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It's an interesting question if introductory students suffer a moment of cognitive dissonance when we tell them about forces that act at a distance, or if they are just fine with it. They probably come in ready to believe almost anything we tell them, so we would need to do a careful probe to discern whether or not that would seem fundamentally surprising to them. It would probably need to happen at the high school level, or else they'll already have been exposed to the notion. It would be an illuminating exercise, well worth reporting in a pedagogy journal.LastOneStanding said:Well, perhaps your experience with students differs from mine. All I can say is that most of the time when I discuss things like Bell's theorem with people with a high school physics background (which, granted, doesn't happen that often) the "quantum mechanics is non-local!" punchline rarely seems to land.
I agree with you that framing the weirdness of entanglement is tricky, we don't want a kind of "Emperor's New Clothes" phenomenon where students need to act like they are surprised by how weird it is just to seem like they get what we are saying! Personally, I really don't care the time when the correlated observations are taken, whether they are in each other's light cones or not does not impress me because I don't see any signal that is connecting them, so who cares if a non-existent signal is superluminal or not! To me, the "weirdness" is "correlation without signal"-- I take it as a given that there is no signal there because we don't have a signal in the theory. So the weirdness is there even if the correlations are within each other's light cones.
Neither I mean any disrespect, but you can be very sure that quantum mechanics have been thoroughly questioned, and will continue to be questioned. As an example, it happens very frequently on this forum! Trust me, I HAVE questioned QM (but it was a long time ago, and not here on this forum). But I've also always been a big fan of the experimental side of things, so when experiments all point in the same direction, then I do not find it particularly philosophically hard to appreciate the theory. Generally, regarding "questioning", I see questioning as part of learning (and maybe the beginning of learning), but to start to get into the scheme of things, you must sooner or later become familiar with the theory and the experimental facts.