Our single greatest defense against scientific ignorance is education, and early in the life of every scientist, the child's first interest was sparked by a teacher.
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Peter Agre's speech at the Nobel Banquet, December 10, 2003Peter Agre
Farrell’s other eleven defenses are The PMS Defense ; The Husband Defense (Warren, I don’t quite know how to summarize this one—not sure I get it); The ‘Battered Woman Syndrome’ Defense, aka Learned Helplessness; ‘The Depressed Mother’ Defense ; The ‘Mothers Don’t Kill’ Defense ; The ‘Children Need Their Mother’ Defense ; The ‘Blame-The-Father, Understand-The-Mother’ Defense ; The ‘My Child, My Right To Abuse It’ Defense ; The Plea Bargain Defense ; The Svengali Defense ; and The Contract Killing Defense.
Warren Farrell
There is no human reason why a child should not admire and emulate his teacher's ability to do sums, rather than the village bum's ability to whittle sticks and smoke cigarettes. The reason why the child does not is plain enough - the bum has put himself on an equality with him and the teacher has not. (see: Education)
Floyd Dell
The scientist has a lot of experience with ignorance and doubt and uncertainty, and this experience is of very great importance, I think. When a scientist doesn’t know the answer to a problem, he is ignorant. When he has a hunch as to what the result is, he is uncertain. And when he is pretty damn sure of what the result is going to be, he is still in some doubt. We have found it of paramount importance that in order to progress, we must recognize our ignorance and leave room for doubt. Scientific knowledge is a body of statements of varying degrees of certainty — some most unsure, some nearly sure, but none absolutely certain. Now, we scientists are used to this, and we take it for granted that it is perfectly consistent to be unsure, that it is possible to live and not know. But I don’t know whether everyone realizes this is true. Our freedom to doubt was born out of a struggle against authority in the early days of science. It was a very deep and strong struggle: permit us to question — to doubt — to not be sure. I think that it is important that we do not forget this struggle and thus perhaps lose what we have gained.
Richard Feynman
...the 'size' of science has doubled steadily every 15 years. In a century this means a factor of 100. For every single scientific paper or for every single scientist in 1670, there were 100 in 1770, 10,000 in 1870 and 1,000,000 in 1970.
John Ziman
If a teacher can discern what a child is trying to do in his informational interaction with the environment, and if that teacher can have on hand materials relevant to that intention, if he can impose a relevant challenge with which the child can cope, supply a relevant model for imitation, or pose a relevant question the child can answer, that teacher can call forth the kind of accommodative change that constitutes psychological development or growth.
Maria Montessori
Agre, Peter
Agresta, Robert
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