Serious science students and most science teachers are more or less aware of something called ‘scientific method’, and the fact that it depends on a subtle interplay involving mental constructs in the form of ‘theory’, on the basis of which one can make novel ‘predictions’ (as opposed to retrospective ‘explanations’), which can then be corroborated, or refuted, by ‘experiment’. The mental image which people have of this scientific method is often garbled, but the scientific trinity of theory, prediction, and experiment has become a commonplace. (See, for example, [17], especially pages 42–46.)