Science, math, and other subjects can be difficult enough. There is no need to make subjects harder to understand. Here is an example:
Mothers typically encourage daughters to display typical female behaviours. But the results of this encouragement vary, depending upon the levels of androgen sex hormone exposure in the womb. The graphic below (Source) displays this developmental limitation to maternal influence, but it may be difficult to understand at first for one simple reason. What do you think it is?
Some persons may have difficulty with the graph, because “time” in the graph proceeds from right to left, rather than left to right according to western custom. The girls are born in the cluster at right, then diverge to different levels of femininity in adulthood, on the left — depending upon their fetal hormone exposures. They are affected in different degrees by their mothers’ urging them to be feminine, depending upon hormone levels.
This simple choice by the authors made what should have been a simple graphic portrayal of a biologically plausible neurodevelopmental phenomena far more counter-intuitive than it needed to be.
This type of thoughtless counter-intuitiveness pervades the world of scholarship, making it far easier to propagate “fashionable nonsense” in academic and non-academic intellectual circles.
It is bad enough that schools and universities have been dumbed down by politically correct admissions policies and dumbing of academic content combined with grade inflation. Politically correct, brain-dead stupidity is meant to be the new norm on campus. If students can’t pay back their student loans, at least university administrators and staff get good salaries, benefits, and fat pensions.
Within this grand and growing milieu of designed incompetence are small islands of resilient competence. Within those pockets of difference rests the hope for humanity’s future.
The human brain has preferred methods of learning and storing concepts and procedures. Teachers, researchers, and intellectuals should know that mere brilliance, honesty, and conscientiousness are not enough. When presenting information to persons of all age groups, we need to keep in mind intuitively preferred ways of understanding and assimilating ideas.