“There was a time when philosophy might have been defined as the science of human activity, so all-comprehensive was it. The ambitious Greek who would attach his name to a philosophical system must include in his scheme all that could be known, done, and speculated about God, the world, and man. In the course of time and the specialization of the sciences this view of philosophy fell away, and was replaced by the more exact and narrower conception of modern times.”

" The Progress of Psychical Research http://en.wikisource.org/wiki/Popular_Science_Monthly/Volume_29/August_1886/The_Progress_of_Psychical_Research", in Popular Science Monthly (August, 1886) Vol. 29.

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Nicholas Murray Butler 17
American philosopher, diplomat, and educator 1862–1947

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“Science teachers have a special responsibility to study the nature of science as a discipline, how it works, how it is described by sociologists, historians, and philosophers from different points of view…. Science education cannot just be about learning science: Its foundation must be learning about the nature of science as a human activity.”

Jay Lemke (1946) American academic

Source: Talking Science: Language, Learning, and Values. 1990, p. 175; as cited in: Hanuscin, Deborah L., and Michele H. Lee. "Teaching Against the Mystique of Science: Literature Based Approaches in Elementary Teacher Education." Learning, Teaching, and Curriculum presentations (MU) (2010).

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“Nothing is more usual and more natural for those, who pretend to discover anything new to the world in philosophy and the sciences, than to insinuate the praises of their own systems, by decrying all those, which have been advanced before them.”

Introduction
A Treatise of Human Nature (1739-40)
Context: Nothing is more usual and more natural for those, who pretend to discover anything new to the world in philosophy and the sciences, than to insinuate the praises of their own systems, by decrying all those, which have been advanced before them. And indeed were they content with lamenting that ignorance, which we still lie under in the most important questions, that can come before the tribunal of human reason, there are few, who have an acquaintance with the sciences, that would not readily agree with them. 'Tis easy for one of judgment and learning, to perceive the weak foundation even of those systems, which have obtained the greatest credit, and have carried their pretensions highest to accurate and profound reasoning. Principles taken upon trust, consequences lamely deduced from them, want of coherence in the parts, and of evidence in the whole, these are every where to be met with in the systems of the most eminent philosophers, and seem to have drawn disgrace upon philosophy itself.

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