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The age-long history of thinking on gravitation, too, was erased from the collective consciousness, and that force somehow became the serendipitous child of Newton's genius. The new attitude is well illustrated by the anecdote of the apple, a legend spread by Voltaire, one of the most active and vehement erasers of the past. … The need to build the myth of an ex nihilo creation of modern science gave rise to much impassioned rhetoric.
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11.10, "The Erasure of Ancient Science", pp. 390–391

 

Lucio Russo

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The Wheel of Time turns, and Ages come and pass, leaving memories that become legend. Legend fades to myth, and even myth is long forgotten when the Age that gave it birth comes again.

 

Robert Jordan

 

Even Voltaire's father could not make a lawyer out of a genius. To be a good lawyer, one must have a mind and a disposition to venerate the past; a respect for precedents; a belief in the wisdom and the sanctity of the dead. Voltaire had genius, imagination, feeling, and poetry, and these gifts always have been, and always will be, incompatible with the practice of law.

 

Clarence Darrow

 

Let me end this chapter by suggesting that religion has done something for science. The latter came to full flower in its modern form in seventeenth-century Europe. Have you ever wondered why that's so? After all the ancient Greeks were pretty clever and the Chinese achieved a sophisticated culture well before we Europeans did, yet they did not hit on science as we now understand it. Quite a lot of people have thought that the missing ingredient was provided by the Christian religion. Of course, it's impossible to prove that so - we can't rerun history without Christianity and see what happens - but there's a respectable case worth considering. It runs like this.
The way Christians think about creation (and the same is true for Jews and Muslims) has four significant consequences. The first is that we expect the world to be orderly because its Creator is rational and consistent, yet God is also free to create a universe whichever way God chooses. Therefore, we can't figure it out just by thinking what the order of nature ought to be; we'll have to take a look and see. In other words, observation and experiment are indispensable. That's the bit the Greeks missed. They thought you could do it all just by cogitating. Third, because the world is God's creation, it's worthy of study. That, perhaps, was a point that the Chinese missed as they concentrated their attention on the world of humanity at the expense of the world of nature. Fourth, because the creation is not itself divine, we can prod it and investigate it without impiety. Put all these features together, and you have the intellectual setting in which science can get going.
It's certainly a historical fact that most of the pioneers of modern science were religious men. They may have had their difficulties with the Church (like Galileo) or been of an orthodox cast of mind (like Newton), but religion was important for them. They used to like to say that God had written two books for our instruction, the book of scripture and the book of nature. I think we need to try to decipher both books if we're to understand what's really happening.

 

John Polkinghorne

 

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

 

Since religion intrinsically rejects empirical methods, there should never be any attempt to reconcile scientific theories with religion. An infinitely old universe, always evolving, may not be compatible with the Book of Genesis. However, religions such as Buddhism get along without having any explicit creation mythology and are in no way contradicted by a universe without a beginning or end. Creatio ex nihilo, even as religious doctrine, only dates to around AD 200. The key is not to confuse myth and empirical results, or religion and science.

 

Hannes Alfven