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“The inquiry into Nature having thus been pursued nearly two thousand years theologically, we find by the middle of the sixteenth century some promising beginnings of a different method the method of inquiry into Nature scientifically the method which seeks not plausibilities but facts.”

“Philo of Alexandria introduced in the first century what has been described as the 'Hellenizing of the Old Testament,' or the allegorical method of exegesis. By this, as Erdmann observes, the Bible narrative was found to contain a deeper, and particularly an allegorical interpretation, in addition to its literal interpretation; this was not conscious disingenuousness but a natural mode of amalgamating the Greek philosophic with the Hebraic doctrines.”

“The human species does not necessarily move in stages from progress to progress ... history and civilization do not advance in tandem. From the stagnation of Medieval Europe to the decline and chaos in recent times on the mainland of Asia and to the catastrophes of two world wars in the twentieth century, the methods of killing people became increasingly sophisticated. Scientific and technological progress certainly does not imply that humankind as a result becomes more civilized.”

“It is not surprising that only one medieval state, Venice, long possessed anything clearly identifiavble as a navy in this sense. We shall see that no state in the British Isles attained attained this level of sophistication before the 16th century, and no history of the Royal Navy, in any exact sense of the words, could legitimately begin much before then. This book, which does, is not an institutional history of the Royal Navy, but a history of naval warfare as an aspect of national history. All and any methods of fighting at sea, or using the sea for warlike purposes, are its concern.”

“I conceive that the leading characteristic of the nineteenth century has been the rapid growth of the scientific spirit, the consequent application of scientific methods of investigation to all the problems with which the human mind is occupied, and the correlative rejection of traditional beliefs which have proved their incompetence to bear such investigation.”

“Who of us would not be glad to lift the veil behind which the future lies hidden; to cast a glance at the next advances of our science and at the secrets of its development during future centuries? What particular goals will there be toward which the leading mathematical spirits of coming generations will strive? What new methods and new facts in the wide and rich field of mathematical thought will the new centuries disclose?”

“Those who are guilty of the argumentum ad ignorantiam profess belief in something because its opposite cannot be proved ... In the realm where "prejudice" is now most an issue, it normally takes a form like this: you cannot prove by the method of statistics and quantitative measurement that men are not equal. Therefore all men are equal. ... You cannot prove again by the methods of science that one culture is higher than another. Therefore the culture of the Digger Indians is just a good as that of Muncie, Indiana, or thirteenth-century France.”

“Our modern conception of the universe is so foreign to what even scientists generally believed a mere century ago that it is a tribute to the power of the scientific method and the creativity and persistence of humans who want to understand it.”

“A popular feel for scientific endeavors should, if possible, be restored given the needs of the twenty-first century. This does not mean that every literature major should take a watered-down physics course or that a corporate lawyer should stay abreast of quantum mechanics. Rather, it means that an appreciation for the methods of science is a useful asset for a responsible citizenry. What science teaches us, very significantly, is the correlation between factual evidence and general theories, something well illustrated in Einstein's life.”

“There is a great need for a new approach, new methods and new tools in teaching, man's oldest and most reactionary craft. There is great need for a rapid increase in the productivity of learning. There is, above all, great need for methods that will make the teacher effective and multiply his or her efforts and competence. Teaching is, in fact, the only traditional craft in which we have not yet fashioned the tools that make an ordinary person capable of superior performance. In this respect, teaching is far behind medicine, where the tools first became available a century or more ago.”

“17th century philosophers were not in a position to understand the mind as well as we can today, since the advent of experimental methods in psychology. It shows no disrespect for the brilliance of Descartes or Kant to acknowledge that the psychology which they worked with was primitive by comparison with what is available today in the cognitive sciences, any more than it shows disrespect for the brilliance of Aristotle to acknowledge that the physics he worked with does not compare with that of Newton or Einstein.”