Introduction à l'Étude de la Médecine Expérimentale (1865)
Great Books: The Foundation of a Liberal Education (1954)
“To prepare teachers in the method of the experimental sciences is not an easy matter.”
Source: The Montessori Method (1912), Ch. 1 : A Critical Consideration of the New Pedagogy in its Relation to Modern Science, p. 7.
Context: To prepare teachers in the method of the experimental sciences is not an easy matter. When we shall have instructed them in anthropometry and psychometry in the most minute manner possible, we shall have only created machines, whose usefulness will be most doubtful. Indeed, if it is after this fashion that we are to initiate our teachers into experiment, we shall remain forever in the field of theory. The teachers of the old school, prepared according to the principles of metaphysical philosophy, understood the ideas of certain men regarded as authorities, and moved the muscles of speech in talking of them, and the muscles of the eye in reading their theories. Our scientific teachers, instead, are familiar with certain instruments and know how to move the muscles of the hand and arm in order to use these instruments; besides this, they have an intellectual preparation which consists of a series of typical tests, which they have, in a barren and mechanical way, learned how to apply.
The difference is not substantial, for profound differences cannot exist in exterior technique alone, but lie rather within the inner man. Not with all our initiation into scientific experiment have we prepared new masters, for, after all, we have left them standing without the door of real experimental science; we have not admitted them to the noblest and most profound phase of such study, — to that experience which makes real scientists.
Proceedings of the Berkeley Symposium on Mathematical Statistics and Probability. Vol. 1. http://books.google.com/books?id=p2T2bxyDSLMC&pg=PA48 University of California Press, 1949, p. 48.
Part 3: "The Sense of Human Dignity", §6 (p. 63–64)
Science and Human Values (1956, 1965)
Context: Tolerance among scientists cannot be based on indifference, it must be based on respect. Respect as a personal value implies, in any society, the public acknowledgements of justice and of due honor. These are values which to the layman seem most remote from any abstract study. Justice, honor, the respect of man for man: What, he asks, have these human values to do with science? [... ]
Those who think that science is ethically neutral confuse the findings of science, which are, with the activity of science, which is not.
“And this [experimental] science verifies all natural and man-made things in particular, and in their appropriate discipline, by the experimental perfection, not by arguments of the still purely speculative sciences, nor through the weak, and imperfect experiences of practical knowledge. And therefore, this is the matron of all preceding sciences, and the final end of all speculation.”
Et hæc scientia certificat omnia naturalia et artificialia in particulari et in propria disciplina, per experientiam perfectam; non per argumenta, ut scientiæ pure speculativae, nec per debiles et imperfecta experientias ut scientiae operativæ. Et ideo hæc est domina omnium scientiarum præcedentium, et finis totius speculationis.
Ch 13 ed. J. S. Brewer Opera quadam hactenus inedita (1859) p. 46
Opus Tertium, c. 1267
Introduction to Astronomy and Cosmology (2008), Ch. 1 : Astronomy, an Observational Science
Letter to Wilhelm Fliess, Feb. 1, 1900. The Complete Letters of Sigmund Freud to Wilhelm Fliess 1887-1904 (1985).
Ich bin nämlich gar kein Mann der Wissenschaft, kein Beobachter, kein Experimentator, kein Denker. Ich bin nichts als ein Conquistadorentemperament, ein Abenteurer, wenn Du es übersetzt willst, mit der Neugierde, der Kühnheit und der Zähigkeit eines solchen.
1900s
