Science has worked to attempt to uncover the truth about the universe. Besides, ancient philosophy can be termed as the origin of many fields of study we witness today. As such, scientists design experiments that provide results that can verify or disapprove hypothesis. On the other hand, philosophers are interested in understanding the factors that determine valid scientific results. While most scientists work in paradigms that are established, philosophers question them and try to explore assumption and definitions behind the logic of how we induce knowledge. A common tenet behind the scientific method is that scientific hypothesis and resultant experimental design must be falsifiable (Beck & Stolterman, 2015; Popper, 2013) . Nevertheless, this concept is not universally accepted although it is the foundation of most scientific experiments. In this regard, falsifiability can be understood through the assertion where a hypothesis needs to illustrate credence and subsequently be inherently disprovable before it can be accepted as a theory.
In an illustration, about one millennium years ago, people believed that the earth was flat, only a few years old (Bain, 2005; Panagiotaki, Nobes, & Banerjee, 2006). Concisely, based on this opinion, the people thought that they were speaking the "truth". However, currently, we now know that the earth is spherical, 4.5 billion years old and is a typical star ( Canup & Asphaug, 2001). This is the truth of the current age and it is important to note that facts are not likely to change much in the coming future. As such, the fact is not just an opinion but is rather a verifiable reality that requires grounded evidence. Despite the fact that this arrives after disapproval of alternatives, every person has a right to express their own opinion without restrictions (Groot, Tassell-Matamua, van Ommen, & Masters-Awatere, 2017) . Moreover, it is vital to use a statement that is not grounded in the emphatic declaration with absolute certainty when not dealing with clear-cut facts. The resulting implications of justifying peoples’ opinion as valid will ultimately continue to cause conflicts and biases across different aspects of human livelihoods.
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References
Bain, R. B. (2005). ‘They thought the world was flat?’applying the principles of how people learn in teaching high school history. How students learn: History in the classroom , 179-213.
Beck, J., & Stolterman, E. (2015). Can there be scientific theories of design that do not scientize design? In Communication présentée au colloque European Academy of Design (Vol. 11).
Canup, R. M., & Asphaug, E. (2001). Origin of the Moon in a giant impact near the end of the Earth's formation. Nature, 412 (6848), 708.
Groot, S., Tassell-Matamua, N., van Ommen, C., & Masters-Awatere, B. (Eds.). (2017). Precarity: Uncertain, insecure and unequal lives in Aotearoa. New Zealand . Auckland: Massey University Press.
Panagiotaki, G., Nobes, G., & Banerjee, R. (2006). Is the world round or flat? Children's understanding of the earth. European Journal of Developmental Psychology, 3 (2), 124-141.
Popper, K. (2013). Realism and the aim of science: From the postscript to the logic of scientific discovery . London: Routledge.
