John Desmond Bernal: Quotes about nature

“No one, who knows what the difficulties are, now believes that the crisis of physics is likely to be resolved by any simple trick or modification of existing theories. Something radical is needed, and it will have to go far wider than physics. A new world outlook is being forged, but much experiment and argument will be needed before it can take a definitive form. It must be coherent, it must include and illuminate the new knowledge of fundamental particles and their complex fields, it must resolve the paradoxes of wave and particle, it must make the world inside the atom and the wide spaces of the universe equally intelligible. It must have a different dimension from all previous world views, and include in itself an explanation of development and the origin of new things. In this it will fall naturally in line with the converging tendencies of the biological and social sciences in which a regular pattern blends with their evolutionary history.”

John Desmond Bernal

J.D. Bernal (1959/1969) Science in history Vol 3. p. 862; cited in: Ludwig von Bertalanffy (1968) General System Theory. p. 5-6

World , History , Intelligence , Nature

“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

Source: The Social Function of Science (1939), p. 246 : How such a method of teaching could become an integral part of general education is sketched by H. G. Wells' British Association address, "The Informative Content of Education," reprinted in World Brain (Mathuen, 1938).

Life , Men , Hostility , Education

“[S]cience has so changed its nature over... human history that no definition could be made to fit.”

John Desmond Bernal book Science in History

Preface
Science in History (1954)

History , Nature , Change

“[T]he centre of interest... lies in natural science and technology because... the sciences of society were first embodied in tradition and ritual and only took shape under the influence and on the model of the natural sciences.”

John Desmond Bernal book Science in History

Preface
Science in History (1954)

Science , Nature