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| Quotations - Learn | [Quote No.69032] Need Area: Mind > Learn
"[Humility and doubt, begin the journey to objective truth:] I am smart enough to know that I am dumb." - Richard Feynman
(1918 - 1988), American physicist
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| [Quote No.69045] Need Area: Mind > Learn
"Each day is the scholar of yesterday." - Publilius Syrus
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| [Quote No.69056] Need Area: Mind > Learn
"There is probably nothing more sublime than discontent transmuted into a work of art, a scientific discovery, and so on." - Eric Hoffer
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| [Quote No.69080] Need Area: Mind > Learn
"The power to question is the basis of all human progress." - Indira Gandhi
(1917-1984), she served as the 3rd prime minister of India from 1966 to 1977.
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| [Quote No.69086] Need Area: Mind > Learn
"How often people speak of art and science as though they were two entirely different things, with no interconnection. An artist is emotional, they think, and uses only his intuition; he sees all at once and has no need of reason. A scientist is cold, they think, and uses only his reason; he argues carefully step by step, and needs no imagination. That is all wrong. The true artist is quite rational as well as imaginative and knows what he is doing; if he does not, his art suffers. The true scientist is quite imaginative as well as rational, and sometimes leaps to solutions where reason can follow only slowly; if he does not, his science suffers." - Isaac Asimov
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| [Quote No.69091] Need Area: Mind > Learn
"There is one art of which man should be master, the art of reflection.
" - Samuel Taylor Coleridge
(1772-1834) English poet, critic, philosopher and a leader of the British Romantic movement.
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| [Quote No.69102] Need Area: Mind > Learn
"The aim of science is to make difficult things understandable in a simpler way..." - Paul Durac
(1902 - 1984), English theoretical physicist and Nobel Laureate in Physics in 1933 who is regarded as one of the most significant physicists of the 20th century, with particular reference to his achievement in 1928 formulating a fully relativistic quantum theory.
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| [Quote No.69103] Need Area: Mind > Learn
"One must learn by doing the thing; for though you think you know it, you have no certainty, until you try.
" - Sophocles
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| [Quote No.69109] Need Area: Mind > Learn
"The only hope I can see for the future depends on a wiser and braver use of the reason, not a panic flight from it!" - F. L. Lucas
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| [Quote No.69112] Need Area: Mind > Learn
"[The process of coordinating and explaining preparing for life using our school subjects - the sciences and humanities - through the concept of the arrow of time, energy, matter, life and humanity - as well as the basics skills - mathematics and languages - through individual human's and societies' needs and desires makes the skills, knowledge and attitudes taught much more important, meaningful, relevant and practical:] Big History is a new field on a grand scale: it tells the story of the universe over time through a diverse range of disciplines that spans cosmology, physics, chemistry, astronomy, geology, evolutionary biology, anthropology, and archaeology, thereby reconciling traditional human history with environmental geography and natural history.
Weaving the myriad threads of evidence-based human knowledge into a master narrative that stretches from the beginning of the universe to the present, the Big History framework helps students make sense of their studies in all disciplines by illuminating the structures that underlie the universe and the connections among them." - Richard B. Simon, Mojgan Behmand, Thomas Burke
This quote comes from the back of the book, 'Teaching Big History', by Richard B. Simon (Editor), Mojgan Behmand (Editor), Thomas Burke (Editor), December 2014, First Edition.
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| [Quote No.69114] Need Area: Mind > Learn
"[The process of coordinating and explaining preparing for life using our school subjects - the sciences and humanities - through the concept of the arrow of time, energy, matter, life and humanity - as well as the basics skills - mathematics and languages - through individual human's and societies' needs and desires makes the skills, knowledge and attitudes taught much more important, meaningful, relevant and practical:]
Big History: An Overview
History is an attempt to understand both our insignificance and our significance. To study history is to better understand the world and your place in it.
You are very small. You are one of several billion living members of your species, a species that lives on the fifth largest planet orbiting a star we call the Sun. There are more than a hundred billion such stars in our galaxy, and perhaps a hundred billion galaxies in the Universe. It's almost impossible to grasp your smallness -- there are more stars in the Universe than there are grains of sand on Earth.
And yet, you're also very large. You're a member of an extraordinarily powerful species that has dramatically reshaped the biosphere, the first species on Earth to understand the vastness of the Universe around it. Your choices -- how to organize your community, what to value, what to battle against -- shape not just your life but the lives of those around you and the lives of those still to come. And you are physically vast as well: Your body contains trillions of cells, and is colonized by trillions more microscopic organisms.
What Is History?
History is an attempt to understand both our insignificance and our significance. To study history is to better understand the world and your place in it. You, and the other humans with whom you share this world, are the culmination of the human story.
What Is Big History?
There's a lot more to history than the human story. Let's consider the world before humans. If you think of history as the story of life on Earth, almost all of it played out before our species (Homo sapiens) showed up on the scene. After all, we've been around only for the last 250,000 or so years -- less than 0.01% of the history of life on Earth.
From the very beginning, we've had different stories that explain the origins of the Universe, our planet Earth, and life itself. These origin stories, as they're called, are as varied as the cultures that created them. At its heart, Big History is simply another origin story. However, it differs from all other origin stories because it's science based. Big History uses the information we have available -- the scientific evidence -- to create an understanding of the Universe.
Because the scale of Big History is so vast (remember, it covers the history of the Universe), it would be impossible for this story to include everything. All historians have to make choices about what to include and what to leave out in the stories they tell. So, what does the story of Big History focus on? Big Historians focus on eight turning points in the history of the Universe, which we call thresholds. These are moments when the Universe became significantly more complex than it had been previously.
Threshold 1: The Big Bang
Modern science suggests that the Universe was created in a 'big bang' about 13.8 billion years ago.
The Big Bang was a split second in which all matter and energy expanded at tremendous speed and became the Universe. What was there before the Big Bang? It's mind-bending to think about, but in some ways, there was no 'before' the Big Bang, because the Big Bang created not only space as we know it, but also time as we know it. The important thing to know is that around 13.8 billion years ago, very suddenly, the Universe exploded into being. It's also important to recognize that although scientists know a lot about the Big Bang, there are still many questions about the details that are being researched.
Threshold 2: The Stars Light Up
After the Big Bang, the Universe expanded and cooled. It took some time (about 380,000 years), but eventually it was cool enough for the simplest atoms, hydrogen and helium, to form. The early Universe consisted almost entirely of hydrogen and helium for a very long time. After a few hundred million years, clouds of hydrogen and helium began to collapse, and the increasing heat and pressure generated by collapse led to the creation of the first stars. Stars represent the second threshold of increasing complexity in Big History. Not only are stars more complex than simple atoms, they're also able to create tremendous energy. Over time, gravity grouped stars into galaxies, which created further complexity in the Universe.
Threshold 3: New Chemical Elements
Stars made the Universe more complex, but the Universe still consisted primarily of hydrogen and helium. This changed when the first generation of stars died. The death of a star can generate high temperatures and pressures like those in the Big Bang, and this makes possible the creation of more complex atoms. A greater variety of atoms is critical to making more complex things like planets and living things, so the death of stars is the third threshold of increasing complexity in Big History.
Threshold 4: Earth and the Solar System
Our Sun is a star, and like all other stars, it was formed from the collapse of a huge cloud of gas and dust particles. More than 99 percent of this material went to make up the Sun, but wisps of matter orbited around it at various distances. Over time, the matter in each orbit was drawn together by gravity. The gravitational pull created violent collisions into lumps of matter that eventually formed the planets. This process, which we call accretion, is how our Earth was formed approximately 4.5 billion years ago.
Threshold 5: Life
Around volcanic vents at the bottom of Earth's oceans, complex chemicals engaged in ever-changing reactions powered by the heat from these volcanoes. Those reactions led to the formation of complex chemicals that eventually created the first living organisms. The earliest living organisms consisted of single cells, as most living organisms do even today. Like all living organisms, those early single-celled creatures were subject to the laws of evolution. Generation by generation, the average features of species gradually changed, eventually forming entirely new species.
And for a very long time, that was it: single-celled, microscopic organisms. Life first emerged on Earth perhaps three billion years ago; the first multicellular life didn't show up until around one billion years ago. But slowly, life grew more and more complex, and large, multi-cellular organisms eventually spread, not only in water, but also on land.
One hundred million years ago, the land-based animals that flourished most were the reptiles we call dinosaurs. About 65 million years ago, however, most of them died off.
Now other types of large animals could flourish in their place. Most successful of all in the last 65 million years has been the large class of animals called mammals.
Threshold 6: Collective Learning
The extinction of the dinosaurs allowed mammals and primates to evolve and eventually dominate the Earth.
Our ancestors, the hominins, are primates, and they first appeared between five and seven million years ago in Africa. Over millions of years, hominins evolved in important ways, both physically and socially. About 200,000 years ago, Homo sapiens, which means 'wise human', appeared. Modern humans developed language, a method of communication that allows them to share complex ideas and pass on knowledge from generation to generation. This process is known as collective learning. In other species, knowledge dies with the generation that created it. Humans have the ability to build on the accomplishments of previous generations. [So not only do humans have physical evolution through 'genes', our species also has cultural evolution through 'memes'!]
Threshold 7: Agriculture
Our ancestors lived by foraging. Foragers survive by gathering plants, hunting animals, and scavenging the remains of animals killed by other predators. Foraging supported early humans for millions of years. About 12,000 years ago, humans began to domesticate plants and animals, in other words, to farm. They began interfering with the natural life cycles of plants and animals in order to control where they grew and promote characteristics in those plants and animals they preferred. Growing food gave humans access to a vast amount of energy created by the Sun through photosynthesis. Because foraging for survival was no longer necessary, tremendous lifestyle changes were possible, like settling down to live in cities, creating political structures, and developing skill and trade specializations. The results of all of these changes define the agrarian civilizations. Farming has had a tremendous impact on the way humans live and how they interact with the Earth.
Threshold 8: Modern Revolution
The adoption of farming led to dramatic changes in the way humans lived. Innovation accelerated dramatically with the Modern Revolution, which began about 300 years ago. Rapid growth of human population and the creation of a highly interconnected world are some of the key features of the modern world. These features make the modern world the eighth and final of Big History's thresholds.
What's Next?
The story of the Universe isn't only about the past. We know that this story doesn't end with Threshold 8. So, what's next? What might the next threshold of increasing complexity be? ...Big History isn't just about knowing what happened when. Big Historians look across the thresholds to understand the connections between past and present. With that understanding, developing a view of what the future might hold becomes more than a random guessing game. It becomes a way of expressing your own point of view about how the future will be the logical outcome of billions of years of the past [and how you and others can contribute to that future in your lives]....
" - khanacademy.org
This essay, by John Green and adapted by Newsela, was downloaded from https://www.khanacademy.org/humanities/big-history-project/what-is-big-history/scale/a/big-history-an-overview on July 5th, 2022.
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| [Quote No.69115] Need Area: Mind > Learn
"Big History is the story of how you and I came to be." - David Christian
Historian and scholar of Russian history, who has become notable for teaching and promoting the emerging discipline of Big History, which begins with the beginning of time and the universe. Quote from his book, 'Big History: The Big Bang, Life On Earth, And The Rise Of Humanity'.
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| [Quote No.69117] Need Area: Mind > Learn
"[The process of coordinating and explaining preparing for life using our school subjects - the sciences and humanities - through the concept of the arrow of time, energy, matter, life and humanity - as well as the basics skills - mathematics and languages - through individual human's and societies' needs and desires makes the skills, knowledge and attitudes taught much more important, meaningful, relevant and practical:]
Every kid goes to school full of questions about meaning. You know, 'What's my place in the universe? What does it mean to be a human being? What are human beings?' Existing courses cannot help you answer those questions. They can't even help you ask them. ...[but] Big History studies the history of everything, offering a way of making sense of our world and our role within it. ...Big History's not going to replace existing educational courses. It's not an attack on specialisation. It is simply the argument that specialisation needs to be complemented with an overview, which I think is scientific commonsense." - David Christian
Historian and scholar of Russian history, who has become notable for teaching and promoting the emerging discipline of Big History, which begins with the beginning of time and the universe. Quote from his book, 'Big History: The Big Bang, Life On Earth, And The Rise Of Humanity'. [Refer also to the book, 'Big History: Examines Our Past, Explains Our Present, Imagines Our Future', published 2016, by DK (Author), David Christian (Foreword) as well as the very good website https://www.bighistoryproject.com/home ]
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| [Quote No.69119] Need Area: Mind > Learn
"[The process of coordinating and explaining preparing for life using our school subjects - the sciences and humanities - through the concept of 'Big History' - the arrow of time, energy, matter, life and humanity - as well as the basics skills - mathematics and languages - through individual human's and societies' needs and desires makes the skills, knowledge and attitudes taught much more important, meaningful, relevant and practical:] He really blew me away. Here's a guy who's read across the sciences, humanities, and social sciences and brought it together in a single framework. It made me wish that I could have taken big history when I was young, because it would have given me a way to think about all of the school work and reading that followed. In particular, it really put the sciences in an interesting historical context and explained how they apply to a lot of contemporary concerns." - Bill Gates
Co-founder of MicroSoft and philanthropist. He said this, in 2012, about David Christian, who was teaching 'Big History'. He discussed with him how to turn Big History into a high school-level course.
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| [Quote No.69121] Need Area: Mind > Learn
"[Big History - history from the beginning of time and the universe through to the present and on into the future with your life's contribution and beyond; progress; futurology; futurist:] If all goes well, human history is just beginning. Humanity is about two hundred thousand years old. But the Earth will remain habitable for hundreds of millions more -- enough time for millions of future generations; enough to end disease, poverty and injustice forever; enough to create heights of flourishing unimaginable today. And if we could learn to reach out further into the cosmos, we could have more time yet: trillions of years, to explore billions of worlds. Such a lifespan places humanity in its earliest infancy. A vast and extraordinary adulthood awaits." - Toby Ord
Quote from his book, 'The Precipice: Existential Risk and the Future of Humanity'.
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| [Quote No.69126] Need Area: Mind > Learn
"History is a kind of introduction to more interesting people than we can possibly meet in our restricted lives; let us not neglect the opportunity." - Dexter Perkins
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| [Quote No.69129] Need Area: Mind > Learn
"If you don't know history... You are a leaf that doesn't know it is part of a tree." - Michael Crichton
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| [Quote No.69130] Need Area: Mind > Learn
"History is a symphony of echoes heard and unheard. It is a poem with events as verses." - Charles Angoff
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| [Quote No.69132] Need Area: Mind > Learn
"History is who we are and why we are the way we are [to a significant degree]." - David McCullough
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| [Quote No.69134] Need Area: Mind > Learn
"History is the [selective, objective and subjective] story of events, with praise or blame. " - Cotton Mather
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| [Quote No.69136] Need Area: Mind > Learn
"History is not a burden on the memory but an illumination of the soul." - Lord Acton
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| [Quote No.69137] Need Area: Mind > Learn
"History is a cyclic poem written by time upon the memories of man." - Percy Bysshe Shelley
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| [Quote No.69138] Need Area: Mind > Learn
"Human history, in essence, is the history of ideas." - H. G. Wells
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| [Quote No.69139] Need Area: Mind > Learn
"[However inconclusive, real life] History is the only laboratory we have in which to test the consequences of thought [ideas]." - Etienne Gilson
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| [Quote No.69140] Need Area: Mind > Learn
"History is philosophy teaching by examples." - Thucydides
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| [Quote No.69141] Need Area: Mind > Learn
"Neither the life of an individual nor the history of a society can be understood without understanding both." - C. Wright Mills
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| [Quote No.69144] Need Area: Mind > Learn
"[However unreliable] The best prophet of the future is the past." - Lord Byron
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| [Quote No.69146] Need Area: Mind > Learn
"History gives answers only to those who know how to ask questions." - Hajo Holborn
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| [Quote No.69147] Need Area: Mind > Learn
"In history, a great volume is unrolled for our instruction, drawing the materials of future wisdom from the past errors and infirmities of mankind." - Edmund Burke
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| [Quote No.69148] Need Area: Mind > Learn
"Study the past if you would define the future." - Confucius
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| [Quote No.69149] Need Area: Mind > Learn
"The past actually happened but history is only what someone wrote down." - A. Whitney Brown
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| [Quote No.69150] Need Area: Mind > Learn
"Learn from yesterday, live for today, hope for tomorrow. The important thing is not to stop questioning." - Albert Einstein
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| [Quote No.69151] Need Area: Mind > Learn
"If you want a present different [and better] from the past, study the past." - Baruch Spinoza
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| [Quote No.69152] Need Area: Mind > Learn
"History is nothing but assisted and recorded memory." - George Santayana
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| [Quote No.69153] Need Area: Mind > Learn
"History is information. Memory is part of your identity." - David Miliband
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| [Quote No.69154] Need Area: Mind > Learn
"History is mostly guessing; the rest is prejudice." - Will Durant
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| [Quote No.69155] Need Area: Mind > Learn
"[The history of science - discovery, understanding, invention and use:] All societies have certain needs or desires and they meet these needs by utilizing the resources in their environments. The ability to utilize those resources changes as their knowledge of their environment changes. In particular they develop knowledge of the properties of the resources in their environment and how the resources in their environment can be used to meet human needs and desires. Human knowledge of the resources is dynamic; it changes over time. Greater knowledge of the properties of the resources in the environment allows new ways in which human needs can be meet by exploiting resources in the environment. Our knowledge of our environment grows in a particular order; certain knowledge will inevitably be discovered before other knowledge. The order of our discoveries about nature determines the order of technological change and scientific discoveries in human society. The order of our discoveries of both the properties and structure of nature depend upon the relationship between nature and us. We discover these things in an order from that which is closest to us, to that which is further away, or perhaps in an order from the simplest to the more complex. It is the structure of the universe and our place in it, which determines the order in which our knowledge of nature will grow and this determines what technological and scientific options are available to meet our needs and desires." - Rochelle Forrester
'How Change Happens: A Theory of Philosophy of History, Social Change and Cultural Evolution'
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| [Quote No.69158] Need Area: Mind > Learn
"[Big History - history from the beginning of time and the universe through to the present and on into the future with your life's contribution and beyond; progress; futurology; futurist; science and science-fiction:]
Futures studies, futures research, futurism or futurology is the systematic, interdisciplinary and holistic study of social and technological advancement, and other environmental trends, often for the purpose of exploring how people will live and work in the future. Predictive techniques, such as forecasting, can be applied, but contemporary futures studies scholars emphasize the importance of systematically exploring alternatives. In general, it can be considered as a branch of the social sciences and an extension to the field of history. Futures studies (colloquially called 'futures' by many of the field's practitioners) seeks to understand what is likely to continue and what could plausibly change. Part of the discipline thus seeks a systematic and pattern-based understanding of past and present, and to explore the possibility of future events and trends.
...
Futurology is an interdisciplinary field that aggregates and analyzes trends, with both lay and professional methods, to compose possible futures. It includes analyzing the sources, patterns, and causes of change and stability in an attempt to develop foresight. Around the world the field is variously referred to as futures studies, futures research, strategic foresight, futuristics, futures thinking, futuring, and futurology. Futures studies and strategic foresight are the academic field's most commonly used terms in the English-speaking world.
Foresight was the original term and was first used in this sense by H.G. Wells in 1932. 'Futurology' is a term common in encyclopedias, though it is used almost exclusively by nonpractitioners today, at least in the English-speaking world. 'Futurology' is defined as the 'study of the future.' The term was coined by German professor Ossip K. Flechtheim in the mid-1940s, who proposed it as a new branch of knowledge that would include a new science of probability. This term has fallen from favor in recent decades because modern practitioners stress the importance of alternative, plausible, preferable and plural futures, rather than one monolithic future, and the limitations of prediction and probability, versus the creation of possible and preferable futures.
Three factors usually distinguish futures studies from the research conducted by other disciplines (although all of these disciplines overlap, to differing degrees). First, futures studies often examines trends to compose possible, probable, and preferable futures along with the role 'wild cards' can play on future scenarios. Second, futures studies typically attempts to gain a holistic or systemic view based on insights from a range of different disciplines, generally focusing on the STEEP categories of Social, Technological, Economic, Environmental and Political. Third, futures studies challenges and unpacks the assumptions behind dominant and contending views of the future. The future thus is not empty but fraught with hidden assumptions. For example, many people expect the collapse of the Earth's ecosystem in the near future, while others believe the current ecosystem will survive indefinitely. A foresight approach would seek to analyze and highlight the assumptions underpinning such views.
As a field, futures studies expands on the research component, by emphasizing the communication of a strategy and the actionable steps needed to implement the plan or plans leading to the preferable future. It is in this regard, that futures studies evolves from an academic exercise to a more traditional business-like practice, looking to better prepare organizations for the future.
Futures studies does not generally focus on short term predictions such as interest rates over the next business cycle, or of managers or investors with short-term time horizons. Most strategic planning, which develops goals and objectives with time horizons of one to three years, is also not considered futures. Plans and strategies with longer time horizons that specifically attempt to anticipate possible future events are definitely part of the field. Learning about medium and long-term developments may at times be observed from their early signs. As a rule, futures studies is generally concerned with changes of transformative impact, rather than those of an incremental or narrow scope.
The futures field also excludes those who make future predictions through professed supernatural means.
To complete a futures study, a domain is selected for examination. The domain is the main idea of the project, or what the outcome of the project seeks to determine. Domains can have a strategic or exploratory focus and must narrow down the scope of the research. It examines what will, and more importantly, will not be discussed in the research. Futures practitioners study trends focusing on STEEP (Social, Technological, Economic, Environments and Political) baselines. Baseline exploration examine current STEEP environments to determine normal trends, called baselines. Next, practitioners use scenarios to explore different futures outcomes. Scenarios examine how the future can be different. 1. Collapse Scenarios seek to answer: What happens if the STEEP baselines fall into ruin and no longer exist? How will that impact STEEP categories? 2. Transformation Scenarios: explore futures with the baseline of society transiting to a 'new' state. How are the STEEP categories effected if society has a whole new structure? 3. New Equilibrium: examines an entire change to the structure of the domain. What happens if the baseline changes to a 'new' baseline within the same structure of society?
" - wikipedia.org
This quote downloaded July 5th, 2022. [Refer https://en.wikipedia.org/wiki/Futures_studies ]
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| [Quote No.69167] Need Area: Mind > Learn
"Chase after truth like hell and you'll free yourself, even though you never touch its coat-tails." - Clarence Darrow
(1857-1938), famous United States lawyer
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| [Quote No.69174] Need Area: Mind > Learn
"[Be aware that other people's opinions, including their criticisms, are often wrong, even those of so-called authorities. For example, in 1900, the British physicist Lord Kelvin is said to have pronounced:] There is nothing new to be discovered in physics now. All that remains is more and more precise measurement. [Within three decades, quantum mechanics and Einstein's theory of relativity had revolutionized the field. Today, no physicist would dare assert that our physical knowledge of the universe is near completion.]" - Lord Kelvin
(1824 - 1907), William Thomson, 1st Baron Kelvin, was a British mathematician, mathematical physicist and engineer, who is best known today for inventing the international system of absolute temperature that bears his name.
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| [Quote No.69188] Need Area: Mind > Learn
"[The search for objective truth starts with skepticism, doubt and questions of all facts, opinions and authorities:] No statement should be believed [solely] because it is made by an authority." - Robert A. Heinlein
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| [Quote No.69216] Need Area: Mind > Learn
"[LIFE-skill, Imagineering:] Life is a reinforcement learning process, whereby the organism-intelligence changes things and then determines whether the result is better or worse in regards to meeting a need or predetermined-imagined desire-goal for themselves or others. This then becomes stimulus-response learning that informs the next behavior to see if that either improves or worsens the subsequent outcome. This becomes a process whereby the intelligence learns what it needs and desires and how best to go about achieving these outcomes. This process is also followed by engineers who follow this cybernetic goal-directed and self-correcting iterative loops system called Design-Build-Test (DBT) to create what they desire. This process of learning from the past to inform and predict the future and then act and react in the present to zero in on achieving the goal in the future is a very basic, powerful and vital master lIFE-skill that people can remember and utilize through any of the above thoroughly understood and commonly used algorithms or the appropriately named Imagi-Natives 'LIFE' - 'Learn-Imagine-Focus-Evolve' process acronym: Learn from the past; Imagine the desired future and the steps to get there; Focus on doing the plan; Evolve as our behavior changes our neural pathways and thereby our skills, habits, character and potential; and then repeat the process to create a virtuous cycle throughout our life-time!" - Ben O'Grady
Founder and CEO of Imagi-Natives.com
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| [Quote No.69217] Need Area: Mind > Learn
"[Learn more! Why? Because...] What you can imagine depends on what you know.
" - Daniel Dennett
Philosopher
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| [Quote No.69225] Need Area: Mind > Learn
"[Skepticism, doubt, questioning, experimentation and proof are vital components of the search for objective truth - 'freedom from fraud' and self-delusion - that can thereby endow greater wisdom, insight, guidance, power and liberty:] The Scientific Revolution begins when ...No absolute statement is allowed to be out of reach of the test, that its consequence must conform to the facts of nature.
The habit of testing and correcting the concept by its consequences in experience has been the spring within the movement of our civilization ever since. In science and in art and in self-knowledge we explore and move constantly by turning to the world of sense to ask, Is this so? This is the habit of truth, always minute yet always urgent, which for four hundred years has entered every action of ours; and has made our society and the value it sets on man." - Jacob Bronowski
(1908 – 1974) British mathematician, biologist, and science historian of Polish origin. He is remembered in popular culture as the writer and presenter of the influential 1973 BBC television documentary series, 'The Ascent of Man'.
Quote from his book, 'Science and Human Values' (1956, 1965). [First published as a series of three essays in Universities Quarterly (1956) based on lectures presented at MIT in 1953. The 1965 revised edition added a Socratic dialogue, "The Abacus and the Rose". Part 2: "The Habit of Truth", p. 45–46. (Page numbers in parentheses refer to the 1972 Harper & Row "Perennial Library" edition.)]
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| [Quote No.69226] Need Area: Mind > Learn
"[If you keep experimenting and learning, with age should come more wisdom:] The more sand that has escaped from the hourglass of our life, the clearer we should see through it." - Jean Paul
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| [Quote No.69266] Need Area: Mind > Learn
"[Understanding relationships between ideas is very helpful in developing even more ideas, especially if appropriate metaphors and analogies are found that can then suggest further exploration, hypotheses and ultimate verification:] A mathematician is a person who can find analogies between theorems; a better mathematician is one who can see analogies between proofs and the best mathematician can notice analogies between theories. One can imagine that the ultimate mathematician is one who can see analogies between analogies." - Stefan Banach
(1892 - 1945), Polish and Ukrainian mathematician.
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| [Quote No.69267] Need Area: Mind > Learn
"Science, as well as technology, will in the near and in the farther future increasingly turn from problems of intensity, substance, and energy, to problems of structure, organization, information, and control.
" - John von Neumann
(1903 - 1957), Hungarian-American mathematician, physicist, computer scientist, engineer and polymath, who pioneered the modern computer, game theory, nuclear deterrence, and more.
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| [Quote No.69268] Need Area: Mind > Learn
"By and large it is uniformly true in mathematics that there is a time lapse between a mathematical discovery and the moment when it is useful; and that this lapse of time can be anything from 30 to 100 years, in some cases even more; and that the whole system seems to function without any direction, without any reference to usefulness, and without any desire to do things which are useful." - John von Neumann
(1903 - 1957), Hungarian-American mathematician, physicist, computer scientist, engineer and polymath, who pioneered the modern computer, game theory, nuclear deterrence, and more.
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| [Quote No.69273] Need Area: Mind > Learn
"The art of discovering the causes of phenomena, or true hypotheses, is like the art of deciphering, in which an ingenious conjecture often greatly shortens the road.
" - Gottfried Leibniz
(1646 - 1716), Gottfried Wilhelm Leibniz was a German polymath active as a mathematician, philosopher, scientist and diplomat. He is one of the most prominent figures in both the history of philosophy and the history of mathematics, and is credited, along with Sir Isaac Newton, as the co-inventor of calculus. He wrote works on philosophy, theology, ethics, politics, law, history and philology.
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| [Quote No.69274] Need Area: Mind > Learn
"The knowledge which we have acquired ought not to resemble a great shop without order, and without an inventory; we ought to know what we possess, and be able to make it serve us in need.
" - Gottfried Leibniz
(1646 - 1716), Gottfried Wilhelm Leibniz was a German polymath active as a mathematician, philosopher, scientist and diplomat. He is one of the most prominent figures in both the history of philosophy and the history of mathematics, and is credited, along with Sir Isaac Newton, as the co-inventor of calculus. He wrote works on philosophy, theology, ethics, politics, law, history and philology.
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