I also disagree; the article's rationalization is productive.
Your mention of Occam's razor is key. The point of this rationalization is that it shows quantum mechanics (or at least a subset of the theory) is mathematically simple, thus serving a threefold purpose:
1) Due to Occam's razor, a simpler theory is more likely to be correct than a more complicated theory with the same explanatory power. If quantum mechanics can be expressed more simply, then the estimated probability of its correctness should be increased (by only a slight amount).
2) Quantum mechanics, explained this way, is interesting from a purely mathematical standpoint. Even if we knew quantum mechanics doesn't describe reality, mathematicians (and theoretical computer scientists like Aaronson) would perhaps still investigate it. Of course, this may not interest physicists.
3) The article presents a novel way to teach quantum mechanics. Mathematical simplicity can (to some extent) replace intuition as a way for learners to grasp the theory. As Aaronson remarks, quantum mechanics is often taught by following the historical order in which the ideas discovered. Starting from the "conceptual core" (if Aaronson is correct about the conceptual core) is arguably a superior pedagogical technique.
Your mention of Occam's razor is key. The point of this rationalization is that it shows quantum mechanics (or at least a subset of the theory) is mathematically simple, thus serving a threefold purpose:
1) Due to Occam's razor, a simpler theory is more likely to be correct than a more complicated theory with the same explanatory power. If quantum mechanics can be expressed more simply, then the estimated probability of its correctness should be increased (by only a slight amount).
2) Quantum mechanics, explained this way, is interesting from a purely mathematical standpoint. Even if we knew quantum mechanics doesn't describe reality, mathematicians (and theoretical computer scientists like Aaronson) would perhaps still investigate it. Of course, this may not interest physicists.
3) The article presents a novel way to teach quantum mechanics. Mathematical simplicity can (to some extent) replace intuition as a way for learners to grasp the theory. As Aaronson remarks, quantum mechanics is often taught by following the historical order in which the ideas discovered. Starting from the "conceptual core" (if Aaronson is correct about the conceptual core) is arguably a superior pedagogical technique.