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Wierdly Feynman's has two different points - one is about invoking a word as the answer to a question rather than explaining a concept - the other is more subtly that energy doesn't work in the way the framing implies when you come to fill in the details later.
Latter point hints at the crux of the issue to me, which is whether it's a good idea to try to educate children by way of models so sparse they don't even stand up to good questions. The problem is that most *adults* never realize that these aren't even good simplifications
This is a mechanism of how “jargon” forms which isolated the *context*. I think the piece missing in this framing is how words change and evolve (which is why etymology and different versions of the Bible and Shakespeare exist)
What do you do when the best understanding of reality is either too difficult or too time consuming to teach to the majority of people? In a sense you are looking for what option makes people most comfortable with their inevitable ignorance. But this doesn't seem very democratic.
Unfortunately what I just said makes it seem like our education is bad on purpose, which I don't believe for a second. But there is probably some kind of functional explanation of how things became as they are under the given constraints.
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