How scientists go about their job: and it's a process, it's a question of asking questions, respecting observation, respecting experiment, having tentative explanations and then testing them.... There is a problem sometimes with how we teach science at schools. Because we sometimes teach it as if it has been chiseled in stone.
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in Charlie Rose Science Series: The Imperative of Science with Paul Nurse, President of Rockefeller University, Harold Varmus, president of Memorial Sloan-Kettering Cancer Center, Shirley Ann Jackson, President of Rensselaer Polytechnic Institute, Bruce Alberts, Editor-In-Chief of Science and Lisa Randall of Harvard University.Paul Nurse
Every one who has seriously investigated a novel question, who has really interrogated Nature with a view to a distinct answer, will bear me out in saying that it requires intense and sustained effort of imagination. The relations of sequence among the phenomena must be seen; they are hidden; they can only be seen mentally; a thousand suggestions rise before the mind, but they are recognised as old suggestions, or as inadequate to reveal what is sought; the experiments by which the problem may be solved have to be imagined; and to imagine a good experiment is as difficult as to invent a good fable, for we must have distinctly present — clear mental vision — the known qualities and relations of all the objects, and must see what will be the effect of introducing some new qualifying agent. If any one thinks this is easy, let him try it: the trial will teach him a lesson respecting the methods of intellectual activity not without its use.
George Henry Lewes
Teach us that wealth is not elegance; that profusion is not magnificence; and that splendour is not beauty. Teach us that taste is a talisman which can do greater wonders than the millions of the loanmonger. Teach us that to vie is not to rival, and to imitate not to invent. Teach us that pretension is a bore. Teach us that wit is excessively good-natured, and, like champagne, not only sparkles, but is sweet. Teach us the vulgarity of malignity. Teach us that envy spoils our complexions, and that anxiety destroys our figure.
Benjamin Disraeli
I now propose briefly to... set forth, in a form intelligible to those who possess no special acquaintance with anatomical science, the chief facts upon which all conclusions respecting the nature and the extent of the bonds which connect man with the brute world must be based: I shall then indicate the one immediate conclusion which, in my judgment, is justified by those facts, and I shall finally discuss the bearing of that conclusion upon the hypotheses which have been entertained respecting the Origin of Man.
Thomas Henry Huxley
What they teach in these acting schools is incredible, hair-raising crap. The Actors Studio in America is supposed to be the worst. There the students learn how to be natural - that is, they flop around, pick their noses, scratch their balls. This bullshit is known as "method acting." How can you "teach" someone to be an actor? How can you teach someone how and what to feel and how to express it? How can someone teach me how to laugh or cry? How to be glad and how to be sad? What pain is, or despair or happiness? What poverty and hunger are? What hate and love are? What desire is, and fulfillment? No, I don't want to waste my time with these arrogant morons.
Klaus Kinski
To describe externals, you become a scientist. To describe experience, you become an artist. The old distinction between artists and scientists must vanish. Every time we teach a child correct usage of an external symbol, we must spend as much time teaching him how to fission and reassemble external grammar to communicate the internal. The training of artists and creative performers can be a straightforward, almost mechanical process. When you teach someone how to perform creatively (ie, associate dead symbols in new combinations), you expand his potential for experiencing more widely and richly.
Timothy Leary
Nurse, Paul
Nutter, Michael
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