> Can humans actually do that? 

Seriously, think about it for a second...

If that were true then science should have accelerated a lot faster. Science would have happened differently and researchers would have optimized to trying to ingest as many papers as they can.

Dig deep into things and you'll find that there are often leaps of faith that need to be made. Guesses, hunches, and outright conjectures. Remember, there are paradigm shifts that happen. There are plenty of things in physics (including classical) that cannot be determined from observation alone. Or more accurately, cannot be differentiated from alternative hypotheses through observation alone.

I think the problem is when teaching science we generally teach it very linearly. As if things easily follow. But in reality there is generally constant iterative improvements but they more look like a plateau, then there are these leaps. They happen for a variety of reasons but no paradigm shift would be contentious if it was obvious and clearly in distribution. It would always be met with the same response that typical iterative improvements are met with "well that's obvious, is this even novel enough to be published? Everybody already knew this" (hell, look at the response to the top comment and my reply... that's classic "Reviewer #2" behavior). If it was always in distribution progress would be nearly frictionless. Again, with history in how we teach science we make an error in teaching things like Galileo, as if The Church was the only opposition. There were many scientists that objected, and on reasonable grounds. It is also a problem we continually make in how we view the world. If you're sticking with "it works" you'll end up with a geocentric model rather than a heliocentric model. It is true that the geocentric model had limits but so did the original heliocentric model and that's the reason it took time to be adopted.

By viewing things at too high of a level we often fool ourselves. While I'm criticizing how we teach I'll also admit it is a tough thing to balance. It is difficult to get nuanced and in teaching we must be time effective and cover a lot of material. But I think it is important to teach the history of science so that people better understand how it actually evolves and how discoveries were actually made. Without that it is hard to learn how to actually do those things yourself, and this is a frequent problem faced by many who enter PhD programs (and beyond).

  > We are always building on the shoulders of giants.

It's probably worth reading The Unreasonable Effectiveness of Mathematics in the Natural Sciences. It might seem obvious now but read carefully. If you truly think it is obvious that you can sit in a room armed with only pen and paper and make accurate predictions about the world, you have fooled yourself. You have not questioned why this is true. You have not questioned when this actually became true. You have not questioned how this could be true.

https://www.hep.upenn.edu/~johnda/Papers/wignerUnreasonableE...

  You are greater than the sum of your parts