In mathy fields, how much of it is caused by insufficiently deep understanding and how much of it is caused by taboos against explicitly discussing intuitive ways of thinking that can't be defended as hard results? The common view seems to be that textbooks/lectures are for showing the formal structure of whatever it is you're learning, and to build intuitions you have to spend a lot of time doing exercises. But I've always thought such effort could be partly avoided if instead of playing dignified Zen master, textbooks were full of low-status sentences like "a prisoner's dilemma means two parties both have the opportunity to help the other at a cost that's smaller than the benefit, so it's basically the same thing as trade, where both parties give each other stuff that they value less than the other, so you should imagine trade as people lobbing balls of stuff at each other that grow in the lobbing, and if you zoom out it's like little fountains of stuff coming from nowhere". (ETA: I mean in addition to the math itself, of course.) It's possible that I'm overrating how much such intuitions can be shared between people, maybe because of learning-style issues.