I don’t know what all the fuss is about “alternative facts.” Why, we scientists use them all the time!
For example, because of my political views, I teach physics students that gravity pulls down. That’s why the students I teach, when they go on to be engineers, put wheels on the bottom corners of cars, so that the cars don’t scrape on the ground. But in some countries, the physicists teach them that gravity pulls whichever way the country’s leaders instruct it to. That’s why their engineers build flying carpets as transports for their country’s troops. It’s a much more effective way to bring an army into battle, if your politics allows it. We ought to consider it here.
Another example: in my physics class I claim that energy is “conserved” (in the physics sense) — it is never created out of nothing, nor is it ever destroyed. In our daily lives, energy is taken in with food, converted into special biochemicals for storage, and then used to keep us warm, maintain the pumping of our hearts, allow us to think, walk, breathe — everything we do. Those are my facts. But in some countries, the facts and laws are different, and energy can be created from nothing. The citizens of those countries never need to eat; it is a wonderful thing to be freed from this requirement. It’s great for their military, too, to not have to supply food for troops, or fuel for tanks and airplanes and ships. Our only protection against invasion from these countries is that if they crossed our borders they’d suddenly need fuel tanks.
Facts are what you make them; it’s entirely up to you. You need a good, well-thought-out system of facts, of course; otherwise they won’t produce the answers that you want. But just first figure out what you want to be true, and then go out and find the facts that make it true. That’s the way science has always been done, and the best scientists all insist upon this strategy. As a simple illustration, compare the photos below. Which picture has more people in it? Obviously, the answer depends on what facts you’ve chosen to use. [Picture copyright Reuters] If you can’t understand that, you’re not ready to be a serious scientist!
A third example: when I teach physics to students, I instill in them the notion that quantum mechanics controls the atomic world, and underlies the transistors in every computer and every cell phone. But the uncertainty principle that arises in quantum mechanics just isn’t acceptable in some countries, so they don’t factualize it. They don’t use seditious and immoral computer chips there; instead they use proper vacuum tubes. One curious result is that their computers are the size of buildings. The CDC advises you not to travel to these countries, and certainly not to take electronics with you. Not only might your cell phone explode when it gets there, you yourself might too, since your own molecules are held together with quantum mechanical glue. At least you should bring a good-sized bottle of our local facts with you on your travels, and take a good handful before bedtime.
Hearing all the naive cries that facts aren’t for the choosing, I became curious about what our schools are teaching young people. So I asked a friend’s son, a bright young kid in fourth grade, what he’d been learning about alternatives and science. Do you know what he answered?! I was shocked. “Alternative facts?”, he said. “You mean lies?” Sheesh. Kids these days… What are we teaching them? It’s a good thing we’ll soon have a new secretary of education.
Of Particular Significance 