Science And Education Quotes (17 quotes)
A lecturer should … give them [the audience] full reason to believe that all his powers have been exerted for their pleasure and instruction.
In Letter to his friend Benjamin Abbott (11 Jun 1813), collected in Bence Jones, Life and Letters of Faraday, Vol. 1, 73. Faraday was age 21, less than a year since completing his bookbinder apprenticeship, and had decided upon “giving up trade and taking to science.” From several letters, various opinions about lecturing were gathered in an article, 'Faraday on Scientific Lecturing', Norman Locker (ed.), Nature (23 Oct 1873), 8, 524.
And having thus passed the principles of arithmetic, geometry, astronomy, and geography, with a general compact of physics, they may descend in mathematics to the instrumental science of trigonometry, and from thence to fortification, architecture, engineering, or navigation. And in natural philosophy they may proceed leisurely from the history of meteors, minerals, plants, and living creatures, as far as anatomy. Then also in course might be read to them out of some not tedious writer the institution of physic. … To set forward all these proceedings in nature and mathematics, what hinders but that they may procure, as oft as shall be needful, the helpful experiences of hunters, fowlers, fishermen, shepherds, gardeners, apothecaries; and in other sciences, architects, engineers, mariners, anatomists.
In John Milton and Robert Fletcher (ed.), 'On Education', The Prose Works of John Milton: With an Introductory Review (1834), 100.
For out of old feldes, as men seith,
Cometh al this newe corn fro yere to yere;
And out of olde bokes, in good feith,
Cometh al this newe science that men lere.
Cometh al this newe corn fro yere to yere;
And out of olde bokes, in good feith,
Cometh al this newe science that men lere.
For the first time in our national history the higher-education enterprise that we pass on to our children and grandchildren will be less healthy, less able to respond to national needs … than the enterprise that we ourselves inherited.
I cannot answer your question, because I have not yet read that chapter in the textbook myself, but if you will come to me tomorrow I shall then have read it, and may be able to answer you.
In reply to a student’s question after a lecture. As given in quotation marks in T. Brailsford Robertson, The Spirit of Research (1931), Vol. 1, 161. Note: Robertson worked in Loeb’s lab, and may be giving a recollection in his own words, rather than a verbatim quote.
I’m tired of that stupid phrase, “the birds and the bees” which is supposed to represent “the facts of life” or the beginnings of the sex instruction of the young. … Well for heaven’s sake, has anyone ever tried to explain sex by talking about the birds and the bees? What have the birds and the bees to do with it? IT’S THE BEES AND THE FLOWERS. Will you get that through your head? IT’S THE BEES AND THE FLOWERS. The bee travels to one flower and picks up pollen from the stamens. The pollen contains the male sex cells of the plant. The bee then travels to another flower (of the same species) and the pollen brushes off onto the pistil, which contains the female sex cells of the plant. … Now in the human being … we don’t rely on bees to do it for us.
From Isaac Asimov’s letter in 'Hue and Cry' letter column in magazine, James L. Quinn (ed.), IF: Worlds of Science Fiction (Dec 1957), 7, No. 6, 119
In addition to instructing them in the holy Scriptures, they also taught their pupils poetry, astronomy, and the calculation of the church calendar.
— Bede
Referring to the teaching methods of Theodore, Archbishop of Canterbury, and Hadrian, abbot of Canterbury (A.D. 669).
In gaining knowledge you must accustom yourself to the strictest sequence. You must be familiar with the very groundwork of science before you try to climb the heights. Never start on the “next” before you have mastered the “previous.”
Translation of a note, 'Bequest of Pavlov to the Academic Youth of his Country', written a few days before his death for a student magazine, The Generation of the Victors. As published in 'Pavlov and the Spirit of Science', Nature (4 Apr 1936), 137, 572.
In science, as in life, learning and knowledge are distinct, and the study of things, and not of books, is the source of the latter.
In 'On The Study of Zoology', Lay Sermons, Addresses, and Reviews (1870), 112.
Maybe the situation is hopeless. Television is just the wrong medium, at least in prime time, to teach science. I think it is hopeless if it insists on behaving like television… The people who produce these programs always respond to such complaints by insisting that no one would watch a program consisting of real scientists giving real lectures to real students. If they are right, then this sort of program is just another form of entertainment.
(1986).
Our country will never be filled with great institutions of learning until there is an absolute divorce between Church and School.
In Some Mistakes of Moses (1879), 27.
Science may be learned by rote, but Wisdom not.
(1759). From The Life and Opinions of Tristram Shandy, Gentleman, collected in Collection of Ancient and Modern British Novels and Romances (1832), Vol. 38, 311.
Science must be taught well, if a student is to understand the coming decades he must live through.
Epigraph in Isaac Asimov’s Book of Science and Nature Quotations (1988), 255.
The dispute between evolutionists and creation scientists offers textbook writers and teachers a wonderful opportunity to provide students with insights into the philosophy and methods of science. … What students really need to know is … how scientists judge the merit of a theory. Suppose students were taught the criteria of scientific theory evaluation and then were asked to apply these criteria … to the two theories in question. Wouldn’t such a task qualify as authentic science education? … I suspect that when these two theories are put side by side, and students are given the freedom to judge their merit as science, creation theory will fail ignominiously (although natural selection is far from faultless). … It is not only bad science to allow disputes over theory to go unexamined, but also bad education.
In Building a Bridge to the 18th Century: How the Past Can Improve Our Future (1999), 168.
The present state of electrical science seems peculiarly unfavorable to speculation … to appreciate the requirements of the science, the student must make himself familiar with a considerable body of most intricate mathematics, the mere retention of which in the memory materially interferes with further progress. The first process therefore in the effectual study of the science, must be one of simplification and reduction of the results of previous investigation to a form in which the mind can grasp them.
First sentence of Maxwell’s first paper (read 10 Dec 1855), 'On Faraday’s Lines of Force', Transactions of the Cambridge Philosophical Society (1857), Vol. X, part I. Collected in William Davidson Niven (ed.), The Scientific Papers of James Clerk Maxwell (1890), Vol. 1, 155.
To present science in purely abstract terms as a collection of information or as a system of knowledge, thereby ignoring the place of science in the drama of human history, is simply to rob the students of their own heritage as human beings and to reduce one of the most exciting chapters in the history of mankind to the bare bones of observed fact and the skeletons of dry theories built of them.
From 'The History of Science and the Teaching of Science', collected in I.B. Cohen and F.G. Watson(eds.), General Education in Science (1952), 72.
We don’t teach our students enough of the intellectual content of experiments—their novelty and their capacity for opening new fields… . My own view is that you take these things personally. You do an experiment because your own philosophy makes you want to know the result. It’s too hard, and life is too short, to spend your time doing something because someone else has said it’s important. You must feel the thing yourself—feel that it will change your outlook and your way of life.
In Bernstein, 'Profiles: Physicists: I', The New Yorker (13 Oct 1975), 108.
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) -- 
