I&#x27;m sure you mean well, but you&#x27;re just saying the same thing the author of the document has already said.<p>&gt;we risk convincing ourselves that we understand the biology better than we do, or making assumptions regarding how the biology may or may not work.<p>Okay, so the risk is non-zero. That doesn&#x27;t tell us anything though. Our scientific progress hasn&#x27;t halted because of high school students being convinced that they know all there is to know because they scored high on a test of the simplified model of reality.<p>Every single formal method of instruction uses simplified models to ground students&#x27; understanding of these concepts. All exams are graded on students &quot;knowing&quot; something, that&#x27;s much more complicated in reality.<p>&gt;Clearly, this kind of description can be used early on, but its important to recognize that these analogies should be viewed as broad-brush stroke descriptors and not functional ones.<p>Analogies are <i>always</i> about broad brushes. All analogies break down at some level. Because at that point, you would just describe the complex idea, rather than use the analogy.