> How DNA functions is far more complicated than how current accepted science pictures it. From what I learned in courses on edX (e.g. MITs Eric Lander's "Intr

> How DNA functions is far more complicated than how current accepted science pictures it. From what I learned in courses on edX (e.g. MITs Eric Lander's "Introduction to Biology" or RiceX BIOC300.2x "DNA: Biology's Genetic Code"), that is already well known and taught. Scientists are not naive and overconfident in their knowledge, individual examples to the contrary notwithstanding. Guess what - they teach what is actually reliably and verifiably known. It's just a bit too much to expect scientists to work with methods and knowledge they don't even know exist yet, or even to teach them - but that doesn't mean they think they already know it all. Science is full of this exact thing: Layer upon layer of models. Bohr's atom model is very far from what a physics student learns these days. The Newton universe vs. the relativity universe. Chemical bonds in high-school, then in early university chemistry courses, and then what physicists work with who study bonding seems like it comes from entirely different universes, although it all describes the same thing. Same with DNA. The more courses you take the more the knowledge resembles a Mandelbrot set image. Actually, that's a horrible analogy, because in that image when you go deeper you still get similar structures, but when you go deeper in science the same thing starts looking very different. The reason why I still use this analogy is because the part that seems applicable and important is that you can go deeper and deeper and deeper and... (etc.) However, as far as I could tell from just a few courses that complexity already is being taught as far as this is possible (as I mentioned above, it's hard to teach "unknown unknowns", to quote a famous American politician philosopher /s ). What you should keep in mind though is that on each level of knowledge there are a lot - often A LOT - of experiments and applications of that level of knowledge that have been shown to work reliably and well. It's just that new levels of knowledge (and models) open up new possibilities. "Every model is wrong, some models are useful", I only understood what that means when I learned more and more and realized how useless the word "truth" is when attempted to be used in absolute terms. Each model is "true" for the things it successfully and reliably predicts, and for the applications it makes possible. Finding deeper models does not invalidate what you already learned and used successfully. I would suggest seeing science not as the search for "the one final truth". As practised, it is far more practical (yes, same word twice, deliberately). You find something, you demonstrate that it works, you show that it is useful ("you" is many people), you move on. "If you want 'truth' you are in the wrong lecture, philosophy is down the hall" is a sentence I remember to have read having been said a (biology? physics?) professor when he started the first freshman lecture. By concentrating on what you can demonstrate you don't need to have "the final truth" before you are able to do anything useful. You go step by step, and while you don't know if there ever is a final word that does not really matter. That means your statement > How DNA functions is far more complicated than how current accepted science pictures it. actually already is built into science. You can always assume that there is much more that you are not yet aware of.