The question of interest is how can a society implement inspiring education about the diversity of scientific fields and their changing paradigms?
The concept of numbers is several thousand years old, calculus more than 300 years. Quantum mechanics was developed several generations ago. Philosophy is beyond the linguistic turn and neuroscience covers more disciplines than a single human could professionally perform.
We live in a post-Marshall-McLuhan, post-Friedrich-Kittler world. Kurt Gödel’s incompleteness theorem and the P versus NP-problem might be frontiers of Wittgenstein’s logical space. We can look down the stream of history from Karl Popper at Plato’s “Republic” – Should we believe those who escaped the cave and dazzled by the sun come back and tell us how reality looks like?
Humans’ interfaces of perception and their relationships to the emergence of meaning can be studied in the writings of thousands of years.
Art can condense the history of science by laconic presentation while guiding attention by means of poetics. It can cross map divergent streams of imagination while maintaining awareness of the constraints of rationale. Audiovisual art can contract time and distance in logical space to the attention spans of humans and so exhibits a wide didactic potential.