PeterDonis said:
Sure, this is all good, but none of it makes science simpler than it is.
Agreed, that part was the persistence and hard work that the reddit physics sub had said is needed to learn science. I'm claiming an accurate simplicity needs that and possibly more: an epic amount of persistence and work.
To be clear, I'm comparing learning physics as people currently do vs accurately simplifying the way it's taught so that most people can learn it a lot faster.
You are assuming that "an accurate simplicity" is even possible. What if it isn't?
Agreed. We're on the same page that it's to be experimentally verified and shown to be possible.
I quoted the answer in order to demonstrate its absurdity. We can't "redesign" the science, because we don't get to dictate what the science is. We have to take Nature as it is; we can't declare by fiat that Nature should work in a way that we can understand with "accurate simplicity".
Agreed, because I'm defining science as in 'teaching science', not as in 'redesign reality'.
Our standards for the language of science are confusing. We're stuck using outdated wording for things that were named when we misunderstood them, and when a deeper understanding had later showed what's really at play, we often keep the older wording.
We haven't bothered creating an open and collaborative system of updating such outdated language.
We could involve students and teachers to ensure that scientists, teachers, and students are together agreeing on how to reshape the language.
How many people here are involved in any such thing as redesigning how we teach?
My safe bet is that such a thing either doesn't exist (hopefully I'm incorrect about that), or, that if it does exist, it doesn't get the type of persistence and epic effort that it could.
If you really think that what you describe is possible, then I suggest you go and do it. Good luck.
It'll take more than luck.
But yes, I've been working on something.
There'll be many approaches. Ways we can safely redo the entirety of how we teach science and how we phrase its language.
For example, gamifying the effort. In an open collaboration.
One game scenario: we suddenly learn that everyone is vanishing from Earth except the 6 to 8 years old... we must to rethink how to phrase all of the technical phrases and jargon in science and technology, and maths, so that the oldest kids can learn enough to build and run the things on their own purely from our instructions: in written form, spoken, animated, VR glasses, any creative way we dream up.
Another is a sci-fi scenario: inter gliders who travel to parallel Earths after discovering their existence. The gliders find instances of a wording convention on some Earths that would accelerate its learning of science by eliminating a related misconception, for example Earths that might teach at the earliest grade that all things move at the speed of light unless something is reducing that speed, such as interaction of matter with the mass field (so named because Higgs had taken another unrelated career path at many Earths) for most types of matter, such as interaction of light's speed with water, etc. Students there might often avoid the usual errors and mix-ups we experience on our Earth, for example about why inertia exists, or about whether matter can reach the speed of light at this stage of our already cooled universe.
Another series of Earths might've entirely discarded the concept of 'at rest', at least in the minds of students, who instead might learn that everything is in motion, and they are usually in 'synced motion' with a car if they're a passenger, or with a planet if they're on its surface, and so on.
On various Earths, perhaps a spacetime relativity has combined special relativity and general relativity which in those Earths had developed together as a single model, so they weren't thought of as separate.
Now the gamification: the gliders found that one of the Earths had collected all of the best ways to describe science by to shape its language for teaching it much faster. The same with maths.
What does that look like?
We answer that in a collaboration and by testing its effectiveness.
Want to explore what the results are like? Go into a VR world where you can experience a classroom teaching the results at some hypothetical parallel Earth.
Another scenario uses AI to translate any paragraph of science you're reading that's hard to decipher. And you might even translate that into the parallel Earth's collected best.
Now you u might ask, wat use is putting all of this effort into accurate simplicity?
The goal is that everyone can learn science a lot faster.
For example, with today's level of technology, it's unreasonable to expect an isolated tribe in the wilds to learn not only our specific language, but also every specific way we've phrased everything, in order for them to enjoy the power of science knowledge and all it has to offer them.
Science is also powerful for creating and inventing more things locally, if you support local.
Science belongs to everyone.