Physicists describe Nature. They are the one who can mediate us, with care and attention, general features, hypotheses and theories that help us to describe physical phenomena drifting from a more abstract and fundamental level to the tacit, complicate, the real existence of things. However, they face the challenge when is time to explain how elementary particles interact with the quantum world. Together, efforts in knowledge transfer and education can be enhanced, triggering the role of fundamental research as a motor for new technologies and relevance for society.
Nowadays lots of countries seek to introduce a paradigm shift in scientific education (SE). The latter sin of a lack of relevance and a boring approach where notions should be memorized in short time, when the risk of doubtful abstractness and “difficult tendency” to define the plot raise day after day, in line with the sections of the book. The point that should be underlined here is that science is not only relevant for the correct and analytical formation of the student as it is a base, a “fortress” for… Read more Some reflections on SE →
This week I’ve dedicated some thoughts to recognize some characteristics of the priorities needed to set up the simple and beautiful frame for a well-grounded scientific theory. The general idea is this one: if a scientific theory is a complex interlocking of concepts, observations, definitions, presuppositions, experimental results and connections to other theories, no single fact is going to be crucial for the survival of this theory. We perceive that here there is something missing, unclear, stated as too hypothetical… The reason is that this “simple” claim allow – afterwards… Read more What form of reasoning can allow to set priorities? →