The one comes to you and loftily says: “Science doesn’t really know anything. All you have are theories—you can’t know for certain that you’re right. You scientists changed your minds about how gravity works—who’s to say that tomorrow you won’t change your minds about evolution?”

Behold the abyssal cultural gap. If you think you can cross it in a few sentences, you are bound to be sorely disappointed.

In the world of the unenlightened ones, there is authority and un-authority. What can be trusted, can be trusted; what cannot be trusted, you may as well throw away. There are good sources of information and bad sources of information. If scientists have changed their stories ever in their history, then science cannot be a true Authority, and can never again be trusted—like a witness caught in a contradiction, or like an employee found stealing from the till.

Plus, the one takes for granted that a proponent of an idea is expected to defend it against every possible counterargument and confess nothing. All claims are discounted accordingly. If even the proponent of science admits that science is less than perfect, why, it must be pretty much worthless.

When someone has lived their life accustomed to certainty, you can’t just say to them, “Science is probabilistic, just like all other knowledge.” They will accept the first half of the statement as a confession of guilt; and dismiss the second half as a flailing attempt to accuse everyone else to avoid judgment.

You have admitted you are not trustworthy—so begone, Science, and trouble us no more!

One obvious source for this pattern of thought is religion, where the scriptures are alleged to come from God; therefore to confess any flaw in them would destroy their authority utterly; so any trace of doubt is a sin, and claiming certainty is mandatory whether you’re certain or not.¹

But I suspect that the traditional school regimen also has something to do with it. The teacher tells you certain things, and you have to believe them, and you have to recite them back on the test. But when a student makes a suggestion in class, you don’t have to go along with it—you’re free to agree or disagree (it seems) and no one will punish you.

This experience, I fear, maps the domain of belief onto the social domains of authority, of command, of law. In the social domain, there is a qualitative difference between absolute laws and nonabsolu...