sicetaitsimple wrote:FALCON_12 wrote:
I take a pan scale. On the right I put an empty matchbox in which is placed a fly. On the other side I put a mass that balances the scale. The balance is therefore balanced.
The fly takes off and hovers in the center of the box. Does the scale stay balanced?
The answer is no, it tilts on the side of the balancing weight.
PS: assuming a hyper-sensitive Roberval scale of course, I read Izentrop's remark correctly
This is the whole failure of the school. Not only do we not see intuitively what is happening, but the simple and unstoppable theoretical reasoning which consists in saying that the mass and therefore the weight of the box+fly assembly has not necessarily varied since the fly is still in the box n was also not seen.
So here is a new demonstration of what I was saying: intelligences trained in scientific knowledge lack intuitive and theoretical evidence because their knowing "me" has been scratched.
It is not their intelligence that is lacking, it is only impeded. Prevented by the defense of self-images: "I am knowledgeable, I know what I am saying, I have such a diploma, I have done such studies, etc.". and whoever jeopardizes that attacks me. From there I defend myself as best I can and I use my knowledge to preserve this knowledge and the only thing that interests me is to be right, to patch up my "self" of cracked knowledge.
Our schools condition their students to positive or negative self-images through identification with knowledge, diplomas, successful or unsuccessful studies. "I am what I know, to touch my knowledge is to threaten me personally and I can come to verbal or physical blows" forum is filled with examples showing this toxic psychology.