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Who said: “Science without religion is lame; religion without science is blind.”
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Home > Category Index for Science Quotations > Category Index I > Category: Imparting

Imparting Quotes (6 quotes)

In scientific matters ... the greatest discoverer differs from the most arduous imitator and apprentice only in degree, whereas he differs in kind from someone whom nature has endowed for fine art. But saying this does not disparage those great men to whom the human race owes so much in contrast to those whom nature has endowed for fine art. For the scientists' talent lies in continuing to increase the perfection of our cognitions and on all the dependent benefits, as well as in imparting that same knowledge to others; and in these respects they are far superior to those who merit the honour of being called geniuses. For the latter's art stops at some point, because a boundary is set for it beyond which it cannot go and which has probably long since been reached and cannot be extended further.
The Critique of Judgement (1790), trans. J. C. Meredith (1991), 72.
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In this country, science is almost exclusively prosecuted by those engaged in the laborious and exhaustive employment of imparting instruction. Science among us brings comparatively little emolument and is accompanied with but little honor.
In Letter (3 Feb 1873) to the Committee of Arrangements, in Proceedings of the Farewell Banquet to Professor Tyndall (4 Feb 1873), 19. Reprinted as 'On the Importance of the Cultivation of Science', The Popular Science Monthly (1873), Vol. 2, 646.
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So far as the mere imparting of information is concerned, no university has had any justification for existence since the popularization of printing in the fifteenth century.
In 'Universities and Their Function', The Aims of Education & Other Essays (1917), 138-139.
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So long as a man remains a gregarious and sociable being, he cannot cut himself off from the gratification of the instinct of imparting what he is learning, of propagating through others the ideas and impressions seething in his own brain, without stunting and atrophying his moral nature and drying up the surest sources of his future intellectual replenishment.
In Address (22 Feb 1877) for Commemoration Day at Johns Hopkins University. Published as a pamphlet, and reprinted in The Collected Mathematical Papers of James Joseph Sylvester: (1870-1883) (1909), Vol. 3, 77.
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That ability to impart knowledge … what does it consist of? … a deep belief in the interest and importance of the thing taught, a concern about it amounting to a sort of passion. A man who knows a subject thoroughly, a man so soaked in it that he eats it, sleeps it and dreams it—this man can always teach it with success, no matter how little he knows of technical pedagogy. That is because there is enthusiasm in him, and because enthusiasm is almost as contagious as fear or the barber’s itch. An enthusiast is willing to go to any trouble to impart the glad news bubbling within him. He thinks that it is important and valuable for to know; given the slightest glow of interest in a pupil to start with, he will fan that glow to a flame. No hollow formalism cripples him and slows him down. He drags his best pupils along as fast as they can go, and he is so full of the thing that he never tires of expounding its elements to the dullest.
This passion, so unordered and yet so potent, explains the capacity for teaching that one frequently observes in scientific men of high attainments in their specialties—for example, Huxley, Ostwald, Karl Ludwig, Virchow, Billroth, Jowett, William G. Sumner, Halsted and Osler—men who knew nothing whatever about the so-called science of pedagogy, and would have derided its alleged principles if they had heard them stated.
In Prejudices: third series (1922), 241-2.
For a longer excerpt, see H.L. Mencken on Teaching, Enthusiasm and Pedagogy.
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The fading of ideals is sad evidence of the defeat of human endeavour. In the schools of antiquity philosophers aspired to impart wisdom, in modern colleges our humbler aim is to teach subjects
Opening lines of 'The Rhythmic Claims of Freedom and Discipline', The Aims of Education: & Other Essays (1917), 45.
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Carl Sagan Thumbnail In science it often happens that scientists say, 'You know that's a really good argument; my position is mistaken,' and then they would actually change their minds and you never hear that old view from them again. They really do it. It doesn't happen as often as it should, because scientists are human and change is sometimes painful. But it happens every day. I cannot recall the last time something like that happened in politics or religion. (1987) -- Carl Sagan
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- 100 -
Sophie Germain
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Ernest Rutherford
James Chadwick
Marcel Proust
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Carl Gauss
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- 90 -
Antoine Lavoisier
Lise Meitner
Charles Babbage
Ibn Khaldun
Euclid
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Robert Bunsen
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Andre Ampere
Winston Churchill
- 80 -
John Locke
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Bible
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Bertrand Russell
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- 70 -
Samuel Morse
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- 60 -
Francis Galton
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- 50 -
Stephen Hawking
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- 40 -
Pierre Fermat
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Archimedes
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- 30 -
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- 20 -
Carl Sagan
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- 10 -
Aristotle
John Watson
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Michio Kaku
Isaac Asimov
Charles Darwin
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