“. was one of the most brilliant students of the Ateneo Municipal as far as humanities and natural and mathematical sciences are concerned”

In science, this change has been manifested by a gradual transition from the traditional view, which insists that uncertainty is undesirable in science and should be avoided by all possible means, to an alternative view, which is tolerant of uncertainty and insists that science cannot avoid it. According to the traditional view, science should strive for certainty in all its manifestations (precision, specificity, sharpness, consistency, etc.); hence, uncertainty (imprecision, nonspecificity, vagueness, inconsistency,etc.) is regarded as unscientific. According to the alternative (or modem) view, uncertainty is considered essential to science; it is not only an unavoidable plague, but it has, in fact, a great utility.
Source: Fuzzy sets and fuzzy logic (1995), p. 1.

Autobiographical Essay (2001)

Vol. VIII, p. 148
Joannis Kepleri Astronomi Opera Omnia, ed. Christian Frisch (1858)

Quotes 1990s, 1990-1994, Noam Chomsky: A Life of Dissent, 1992
Context: There is a noticeable general difference between the sciences and mathematics on the one hand, and the humanities and social sciences on the other. It's a first approximation, but one that is real. In the former, the factors of integrity tend to dominate more over the factors of ideology. It's not that scientists are more honest people. It's just that nature is a harsh taskmaster. You can lie or distort the story of the French Revolution as long as you like, and nothing will happen. Propose a false theory in chemistry, and it'll be refuted tomorrow.

1920s, Science and the Modern World (1925)

Reflections on Software Research (1984)

"Life Ahead: On Learning and the Search for Meaning" (1963), Introduction http://www.jkrishnamurti.com/krishnamurti-teachings/view-text.php?tid=38&chid=331, J.Krishnamurti Online, JKO Serial No. 261, p. 13, 2005 edition
1960s
Context: Learning in the true sense of the word is possible only in that state of attention, in which there is no outer or inner compulsion. Right thinking can come about only when the mind is not enslaved by tradition and memory. It is attention that allows silence to come upon the mind, which is the opening of the door to creation. That is why attention is of the highest importance. Knowledge is necessary at the functional level as a means of cultivating the mind, and not as an end in itself. We are concerned, not with the development of just one capacity, such as that of a mathematician, or a scientist, or a musician, but with the total development of the student as a human being. How is the state of attention to be brought about? It cannot be cultivated through persuasion, comparison, reward or punishment, all of which are forms of coercion. The elimination of fear is the beginning of attention. Fear must exist as long as there is an urge to be or to become, which is the pursuit of success, with all its frustrations and tortuous contradictions. You can teach concentration, but attention cannot be taught just as you cannot possibly teach freedom from fear; but we can begin to discover the causes that produce fear, and in understanding these causes there is the elimination of fear. So attention arises spontaneously when around the student there is an atmosphere of well-being, when he has the feeling of being secure, of being at ease, and is aware of the disinterested action that comes with love. Love does not compare, and so the envy and torture of "becoming" cease.

Preface, Tr. https://books.google.com/books?id=OCJLAAAAMAAJ Ernest Belfort Bax (1883)
Metaphysical Foundations of Natural Science (1786)

Footnote: In the future by 'mathematics' will always be meant 'pure mathematics'.
The Foundations of Mathematics (1925)