We may never agree on this Fresco. I think we have a fundamental disagreement.
"There are no straight lines in nature" is exactly the kind of pop-science that drives me crazy. That is certainly not a line you will hear in any serious conversation between real physicists.
I have studied General Relativity... and I don't even know what "no straight lines in nature means". It certain has nothing to do with the differential equations that are behind the revolutionary ideas of Einstein and Heisenberg et al.
The reason this is educationally counterproductive is that it puts the teacher in the position of mystic... telling students strange facts that are so beyond their level of comprehension, that it turns into something almost spiritual.
Of course this is not how real physicists and mathematicians grasp the subject. In graduate school students are ready to tackle the ideas, not as mysticism, but as powerful mathematical arguments expressed as differential equations. Sure there is a sense of fascination, but it isn't magic and it at this point isn't beyond a graduate students ability to comprehend.
We were also supposed to teach about the solutions to differential equations for electron orbitals (a QM phenomenon). It was ridiculous, the kids had the picture of electrons as flowers with absolutely no idea of what it meant. When I talked to them... they understood it was ridiculous.
Education is to teach kids how to think and understand. They should be given things they can grasp, master and then express.
A great topic that kids get so much out of is projectile motion. When they have algebra, can understand that horizontal motion is independent of vertical motion (an introduction to the concept of being "orthagonal") and then can make calculations that predict the distance traveled by real projectiles.
Kids should be taught things that they can master-- so then they are not being taught to accept when they are told no matter how incomprehensible. Instead they are being taught to think critically, reason and to apply past knowledge to develop new ideas.
Teaching over the heads of your students is worse then useless.