Dramatic Quotes (7 quotes)
All revolutionary advances in science may consist less of sudden and dramatic revelations than a series of transformations, of which the revolutionary significance may not be seen (except afterwards, by historians) until the last great step. In many cases the full potentiality and force of a most radical step in such a sequence of transformations may not even be manifest to its author.
Global nuclear war could have a major impact on climate—manifested by significant surface darkening over many weeks, subfreezing land temperatures persisting for up to several months, large perturbations in global circulation patterns, and dramatic changes in local weather and precipitation rates—a harsh “nuclear winter” in any season. [Co-author with Carl Sagan]
I do not maintain that the chief value of the study of arithmetic consists in the lessons of morality that arise from this study. I claim only that, to be impressed from day to day, that there is something that is right as an answer to the questions with which one is able to grapple, and that there is a wrong answer—that there are ways in which the right answer can be established as right, that these ways automatically reject error and slovenliness, and that the learner is able himself to manipulate these ways and to arrive at the establishment of the true as opposed to the untrue, this relentless hewing to the line and stopping at the line, must color distinctly the thought life of the pupil with more than a tinge of morality. … To be neighborly with truth, to feel one’s self somewhat facile in ways of recognizing and establishing what is right, what is correct, to find the wrong persistently and unfailingly rejected as of no value, to feel that one can apply these ways for himself, that one can think and work independently, have a real, a positive, and a purifying effect upon moral character. They are the quiet, steady undertones of the work that always appeal to the learner for the sanction of his best judgment, and these are the really significant matters in school work. It is not the noise and bluster, not even the dramatics or the polemics from the teacher’s desk, that abide longest and leave the deepest and stablest imprint upon character. It is these still, small voices that speak unmistakably for the right and against the wrong and the erroneous that really form human character. When the school subjects are arranged on the basis of the degree to which they contribute to the moral upbuilding of human character good arithmetic will be well up the list.
Post-operatively the transplanted kidney functioned immediately with a dramatic improvement in the patient’s renal and cardiopulmonary status. This spectacular success was a clear demonstration that organ transplantation could be life-saving. In a way, it was spying into the future because we had achieved our long-term goal by bypassing, but not solving, the issue of biological incompatibility.
The discovery in 1846 of the planet Neptune was a dramatic and spectacular achievement of mathematical astronomy. The very existence of this new member of the solar system, and its exact location, were demonstrated with pencil and paper; there was left to observers only the routine task of pointing their telescopes at the spot the mathematicians had marked.
We don't know what we are talking about. Many of us believed that string theory was a very dramatic break with our previous notions of quantum theory. But now we learn that string theory, well, is not that much of a break. The state of physics today is like it was when we were mystified by radioactivity. They were missing something absolutely fundamental. We are missing perhaps something as profound as they were back then.
We live in a capitalist economy, and I have no particular objection to honorable self-interest. We cannot hope to make the needed, drastic improvement in primary and secondary education without a dramatic restructuring of salaries. In my opinion, you cannot pay a good teacher enough money to recompense the value of talent applied to the education of young children. I teach an hour or two a day to tolerably well-behaved near-adults–and I come home exhausted. By what possible argument are my services worth more in salary than those of a secondary-school teacher with six classes a day, little prestige, less support, massive problems of discipline, and a fundamental role in shaping minds. (In comparison, I only tinker with intellects already largely formed.)