There are two ways in which a science develops; in response to problems which is itself creates, and in response to problems that are forced on it from the outside.
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Chapter 1, An Absent Family Of Ideas, p. 4Ian Hacking
Imprisonment has become the response of first resort to far too many of our social problems.
Angela Davis
From childhood we are trained to have problems. When we are sent to school, we have to learn how to write, how to read, and all the rest of it. How to write becomes a problem to the child. Please follow this carefully. Mathematics becomes a problem, history becomes a problem, as does chemistry. So the child is educated, from childhood, to live with problems — the problem of God, problem of a dozen things. So our brains are conditioned, trained, educated to live with problems. From childhood we have done this. What happens when a brain is educated in problems? It can never solve problems; it can only create more problems. When a brain that is trained to have problems, and to live with problems, solves one problem, in the very solution of that problem, it creates more problems. From childhood we are trained, educated to live with problems and, therefore, being centred in problems, we can never solve any problem completely. It is only the free brain that is not conditioned to problems that can solve problems. It is one of our constant burdens to have problems all the time. Therefore our brains are never quiet, free to observe, to look. So we are asking: Is it possible not to have a single problem but to face problems? But to understand those problems, and to totally resolve them, the brain must be free.
Jiddu Krishnamurti
A solved problem creates two new problems, and the best prescription for happy living is not to solve any more problems than you have to.
Russell Baker
Contempt for science could perhaps depend on the fact that, science hasn’t been able to solve any of our basic problems, for example the environmental pollution or the problems with HIV and AIDS. This is the worst disease of our time, and scientists are lost. I believe that many people are disappointed with science when the answers we need are not delivered.
Bjorn Ulvaeus
History teaches the continuity of the development of science. We know that every age has its own problems, which the following age either solves or casts aside as profitless and replaces by new ones. If we would obtain an idea of the probable development of mathematical knowledge in the immediate future, we must let the unsettled questions pass before our minds and look over the problems which the science of today sets and whose solution we expect from the future. To such a review of problems the present day, lying at the meeting of the centuries, seems to me well adapted. For the close of a great epoch not only invites us to look back into the past but also directs our thoughts to the unknown future.
David Hilbert
Hacking, Ian
HaCohen, Ran
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