Yquotes.com

 

At the time and in the country in which the present study was written, it was granted by everyone except backward people that the Jewish faith had not been refuted by science or by history.... one could grant to science and history everything they seem to teach regarding the age of the world, the origin of man, the impossibility of miracles, the impossibility of the immortality of the soul, and of the resurrection of the body, the Jahvist, the Elohist, the third Isaah, and so on, without abandoning one iota of the substance of the Jewish faith.
--
p. 231; from the "Preface" to Spinoza's Critique of Religion

 

Leo Strauss

» Leo Strauss - all quotes »

Similar quotes

 

I strongly believe that a small Jewish clique which has contempt for the mass of Jewish people worked with non-Jews to create the First World War, the Russian Revolution, and the Second World War. This Jewish/non-Jewish Elite used the First World War to secure the Balfour Declaration and the principle of the Jewish State of Israel (for which, given the genetic history of most Jewish people, there is absolutely no justification on historical grounds or any other). They then dominated the Versailles Peace Conference and created the circumstances which made the Second World War inevitable. They financed Hitler to power in 1933 and made the funds available for his rearmament.

 

David Icke

 

The history of science, like the history of all human ideas, is a history of irresponsible dreams, of obstinacy, and of error. But science is one of the very few human activities — perhaps the only one — in which errors are systematically criticized and fairly often, in time, corrected. This is why we can say that, in science, we often learn from our mistakes, and why we can speak clearly and sensibly about making progress there.

 

Karl Popper

 

My brother and I became seriously interested in the problem of human flight in 1899 ... We knew that men had by common consent adopted human flight as the standard of impossibility. When a man said, “It can’t be done; a man might as well try to fly,” he was understood as expressing the final limit of impossibility. Our own growing belief that man might nevertheless learn to fly was based on the idea that while thousands of the most dissimilar body structures, such as insects, fish, reptiles, birds and mammals, were flying every day at pleasure, it was reasonable to suppose that man might also fly... We accordingly decided to write to the Smithsonian Institution and inquire for the best books relating to the subject.... Contrary to our previous impression, we found that men of the very highest standing in the profession of science and invention had attempted to solve the problem... But one by one, they had been compelled to confess themselves beaten, and had discontinued their efforts. In studying their failures we found many points of interest to us.
At that time there was no flying art in the proper sense of the word, but only a flying problem. Thousands of men had thought about flying machines and a few had even built machines which they called flying machines, but these were guilty of almost everything except flying. Thousands of pages had been written on the so-called science of flying, but for the most part the ideas set forth, like the designs for machines, were mere speculations and probably ninety per cent was false. Consequently those who tried to study the science of aerodynamics knew not what to believe and what not to believe. Things which seemed reasonable were often found to be untrue, and things which seemed unreasonable were sometimes true. Under this condition of affairs students were accustomed to pay little attention to things that they had not personally tested.

 

Wilbur Wright

 

This is my prayer for all of us—"Lord, increase our faith." Increase our faith to bridge the chasms of uncertainty and doubt. . . . Grant us faith to look beyond the problems of the moment to the miracles of the future. . . . Give us faith to do what is right and let the consequence follow.

 

Gordon B. Hinckley

 

At different stages in the educational process different changes are required. In schools the chief need is for a general change in the attitude towards science, which should be from the beginning an integral part and not a mere addition, often an optional addition, to the curriculum. Science should be taught not merely as a subject but should come into all subjects. Its importance in history and in modern life should be pointed out and illustrated. The old contrast, often amounting to hostility, between scientific and humane subjects need to be broken down and replaced by a scientific humanism. At the same time, the teaching of science proper requires to be humanized. The dry and factual presentation requires to be transformed, not by any appeal to mystical theory, but by emphasizing the living and dramatic character of scientific advance itself. Here the teaching of the history of science, not isolated as at present, but in close relation to general history teaching, would serve to correct the existing atmosphere of scientific dogmatism. It would show at the same time how secure are the conquests of science in the control they give over natural processes and how insecure and provisional, however necessary, are the rational interpretations, the theories and hypotheses put forward at each stage. Past history by itself is not enough, the latest developments of science should not be excluded because they have not yet passed the test of time. It is absolutely necessary to emphasize the fact that science not only has changed but is continually changing, that it is an activity and not merely a body of facts. Throughout, the social implications of science, the powers that it puts into men's hands, the uses they could make of them and those which they in fact do, should be brought out and made real by a reference to immediate experience of ordinary life.

 

John Desmond Bernal