Armed with all of this data, and working on an assumption that current ‘laws’ of physics will continue to apply in the future, scientists can make reasonably confident predictions.
Similar approach, though admittedly with far less mathematical modeling, is also the case in biology. Even textbooks and scientific resources have to assume, at some point, that we start with a framework of axioms.
But most science textbooks also first introduce the idea of models, hypothesis and the notion that a ‘law’, is only as good as the most recent experiment that supports it - and that the scientific method requires us to discard or amend the ‘law’ if new evidence contradicts its predictions. To keep repeating this foundational idea every step of the way seems tedious - it’s reasonable to treat gravity on earth as a fact in the face of overwhelming observational evidence, for instance.
I don’t see how any of this reflects hubris and unwillingness to admit what we don’t know.
For instance, as an (ex-)biologist, I completely agree we do not have a good model for consciousness; or that we simply don’t have a solid functional model of a cell that allows us to model and predict its behaviour at detail and with all its complexity - we are still, in fact, discovering layers of complexity and nuance. But there are some things we do understand well.
Same in physics - the search for a Grand Unifiying Theory continues. ‘Dark matter’, as I understand it, is an acknowledged proxy for many things we don’t yet understand.
So..not sure I agree with your position :)
if we knew all the secrets of the universe we wouldn't be stuck on this rock and dying every 80 years
you have to admit there's some dissonance between claiming to know the fine details of the ancient origins of the universe and struggling to predict if it will rain next week
You can't say that "but we will find disproving material in the future so this is not fact". If this kind of argument is valid, I can also say that "you will be wrong anyway in the future so you are just wrong all the time". Do not use future to determine today.
Of course, there is more than one model, all of them evolve all the time, none of them are perfect (the map is never the territory), and none of them concern themselves with philosophy (a.k.a. unfalsifiable statements about what is “real reality” and the like).
This misrepresentation leads to all sorts of confusion (the quintessential example being light as waves vs. particles), physicalism-by-default (along with illusionism and determinism) as mainstream philosophical worldview among the STEM crowd, and perhaps even distrust to natural sciences among some others.
I blame it on the age-old patriarchal desire to appear a knowledgeable, reputable and indisputable authority to young students, and I’d wager that such people self-select for the job of writing and vetting textbooks.
Plus, in some cases, especially for younger students, the truth is twisted (even if to the point of being wrong) because the real answer would be a bit beyond their ability to understand. For example, explaining atomic structure as if electrons are just balls spinning around a nucleus or describing light as simple rays.
They're very wrong, but convey enough information to build some other concepts on before the students are able to understand the truth.
Any decent science curriculum will cover the inherent mutability of scientific knowledge, the fact that it is just a model that is updated as we add knowledge—these facts and the process of updating the model are the main takeaways of the scientific method. If you weren’t exposed to that sort of stuff, that’s a substantial strike against somewhere’s education system.
If you're going to insult and denigrate entire fields of research, I think you should put your money where your mouth is.