I just want to see less emphasis on hypothesis testing and binary thinking; and more emphasis on interval estimation and interpretation
IS THAT TOO MUCH TO ASK
(yes)
I think that's likely true! But interpretation is itself a skill. I think that stats-teaching folks are aware of this too but the usual emphasis on particular instances obscures a more general framework in ways that, to me, feel very similar to the "flowchart" approach to picking statistical tests.
(e.g. it's pretty common to drill into students the idea of coefficients representing unit changes in a mean, or that an alternative hypothesis cannot be accepted, but the broader mental models to judge whether those things even matter in any particular context are much harder to build)
