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We will certainly not advance them toward the goal of enlightenment by
telling them what is untrue or misleading or useless.
A good example: If hot air rises, why is the atmospheric temperature
gradient usually negative? Shouldn't the equilibrium condition of the
atmosphere be one in which the warm air overlies the cool? Most people
know that "hot air rises" and most people also know "it's cooler in
the mountains". You as a physics teacher have the obligation to point
out to them that this is a paradoxical situation, and as a physics
teacher you ought to be able to take the best student to a higher level
of understanding. You won't help things by gratuitously perpetuating
physical falsehoods.
Leigh