You know, that does look a bit strange… You do mention “intuition”, but not “logic”.
And that gives me an idea: could it be that you are overusing that “intuition” where logical arguments should be used?
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So, one more test: would you say you really were using intuition in such (or similar) way?
And, of course, if you were, I guess I can only ask you to try to use intuition at least a bit less, and logical arguments at least a bit more…
Yes, that looks strange, but the context of that sentence of mine was not the one you seem to be assuming.
Our first guess or attempt to explain something is mainly rooted in intuition and the physics of everyday life. Not logic, unless it’s the one embedded in that physics…
I was looking for a clip of the pendulum that seems to come back and touch your face, but I found this one instead

:
youtube.com/watch?v=DVSYA1RnSMQ
When in such a position, intuition tells us we should back away from that ball coming directly at our face… but logic tells us it won’t reach our face… and yet, most of us will go with intuition.
That’s just what I was trying to convey.
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As I have noted, my argument is not about teaching well or badly. It is specifically about experiments that schoolchildren cannot perform for themselves for some reason (time, cost, “moral cost”).
And, as I have noted, it’s not about actually undertaking those experiments, but running them in your head, based on the methodology presented by the teacher, or textbook.
Of course, they should start with simple experiments, easily verifiable by intuition, and then proceed to more complicated issues… build upon, stand on the shoulders of giants.
First, newtonian mechanics, then quantum.
First galilean relativity, then einsteinian.
With some electro-magnetics in between, for those were the bridges for both cases.
My point is that schoolchildren are not going to do all those measurements all by themselves. They can be told “Measurements were made and they were more accurate.”, but then they have to take that on authority - thus everything ends up based on authority anyway.
But it can be verified without the need for any pre-convincing that it will work.
In high-school, my physics teacher carried around his “portable physics lab”, a string, a small wheel and something to make a rough inclined plane. That’s enough up to high-school… apparently

In college, you start experimenting with waves and interference, particle physics, radioactive decay, optics, etc… and it just works. We actually replicated some of those experiments from long ago… Rutherford, Michelson, Einstein (for the photo-electric effect - the reason he got a Nobel prize), Newton (we worked out the gravitational constant pretty much the same way as Newton did)…
It’s not magic. It can be done, independently.
Certainly, no one expects a primary school kid to run those experiments… why would he?.. but, if you’re really interested, you get a chance to run them.
Every year, at my University, we have an open week, where we show people several simple experiments - they call it “the physics circus” and it’s attended mainly by high-school kids - pre-college - so they see that physics isn’t just an authority say so.
Also, the history might have been a bit simplified before it was given to you… You might wish to have a look at
tofspot.blogspot.lt/2013/10/the-great-ptolemaic-smackdown-table-of.html…
Thanks…
Yes, everything tends to be simplified, when retold.
Even I suffer from that flaw. Some things that take the most time to put on code are the ones that get the least mention in the paper…
Yes, it has shown that “ether” does not exist and that speed of light is constant. That was one of two postulates of special theory of relativity.
A postulate that came out of the mathworks
It would tell us that “something moves in there periodically”. After all, Galen did not find out that heart pumps blood even knowing about pulse.
A something that gushes out when people get bruised. and the pressure with which it gushes out is coincident with the hart beating…
I’d say you might be exaggerating a bit in saying that theory of relativity or quantum mechanics “require very little (if any) stretch of the imagination”…
Once all the other, historically previous, physics concepts are acquired, these are just one more step.
How is “explaining how you ended up an atheist” different from “justifying your atheism”? Actually, the difference looks so clear that I do not know what can be used to explain the difference…
ok… we’re using different concepts of “justifying”.
Let’s go with yours.
I’ve explained how I ended up atheism, yes?
Now, to provide a good reason to accept that atheism… how about all the reasons I provided when explaining how I got there?
yeah… both those question still seem the same to me…

It seems you’re still thinking that atheism is a belief.
I’m afraid it is not. It might be enough to inspire the intuition, but it is not enough for an argument.
Wasn’t it for a rhetorical question?
Sure, “Atheists are teaching their children to be atheists.” was not meant to be a rule without exceptions - just as, I’m sure, you were not claiming that every single Catholic, Protestant, Muslim or Buddhist is always doing his best to teach his children to be Catholics, Protestants, Muslims or Buddhists.
Roger that!