Language of science II: Degrees of knowing

Thank you, Helen Quinn! Many physicists need your reminder to watch some of the words we use in our discussions. As teachers, we must be especially careful; and when we talk with nonscientists, it may well be necessary to explicate exactly what we mean by certain words. The majority of the population is not even aware of the incorrect meanings so many people attach to so many significant words.

The recently renewed debate on biological evolution provides a wealth of glaring examples. People often misuse words in important discourse. As a hopefully extreme example, I recall the claim: “I know that God exists, but science is only a bunch of theories.” At the same time, people enjoy the use of the most sophisticated gadgets that recent science and technology has made available.

I suggest that the understanding and distinction of the correct meaning of words such as knowledge, belief, hypothesis, and scientific theory must be an essential part of education. It should be taught in all high schools—if not in earlier levels. Those who do not have the benefit of a college education also participate actively in public discussions debating vital political issues. In a democracy, these people also vote, or should vote.