Earlier quoted context omitted.
A simple sentence that I've found useful for pedagogy: "the probability of that coin toss being 50% does not talk about the coin; it talks about you , and about your partial knowledge of the universe." You can add: "The coin toss itself is deterministic and the result can be computed if you know the initial position and speed." They will inevitably bother you about the physical impossibility to measure the starting p…
> the probability of that coin toss being 50% does not talk about the coin; it talks about you, and about your partial knowledge of the universe. But it does talk about the coin - a weighted coin would have a different probability. Same in the example with the white/black balls - if they weren't 5 white and 5 black but 6 white and 4 black, the probability you would assign to the top one would be different. Again, the…
And there's another interesting point - you could view "there's five white and five black balls" as your model. If in reality, there's one white ball and nine black - then your math is still right, but your model is wrong.
If you do experiments with the wrong model (assuming 50/50, getting samples from 1/10) - your best conclusion would be the model is wrong.
But for many settings, you'd end up declaring your container or the hand used to pull out balls has magical powers. (and to borrow from Douglas Adams go on to prove that black is white, and get killed in the next zebra crossing).