“I think that with all the emphasis on achievement, careers and competitiveness, science education has become — with notable bright spots to be sure — a joyless, alienating and frustrating experience for millions and millions of kids.
There are those science-fair-winner types and then there's the rest of the class, not grooving on the material and hence, they find out, doomed to mediocre futures. Seems like ambivalence and hostility aren't such surprising responses to such a message. … I think things might go better if the narrative of our scientific understandings of nature — what some are calling "Big History" — were told early and often, capturing the interest and imagination of students from a young age. They might then be eager to learn the problem-solving, evidence-based process of scientific inquiry that has led to these understandings.”

Source: The Revolt of the Masses (1929), Chapter XII: The Barbarism Of "Specialisation"

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.

1960's, I never thought of it as much of an ability,' (1968)

As quoted in Madame Curie : A Biography (1937) by Eve Curie Labouisse, as translated by Vincent Sheean, p. 341
Variant translation: A scientist in his laboratory is not a mere technician: he is also a child confronting natural phenomena that impress him as though they were fairy tales.
Context: I am among those who think that science has great beauty. A scientist in his laboratory is not only a technician: he is also a child placed before natural phenomena which impress him like a fairy tale. We should not allow it to be believed that all scientific progress can be reduced to mechanisms, machines, gearings, even though such machinery also has its beauty.
Neither do I believe that the spirit of adventure runs any risk of disappearing in our world. If I see anything vital around me, it is precisely that spirit of adventure, which seems indestructible and is akin to curiosity.

Source: Soldiers Live (2000), Chapter 48, “The Shadowgate: The Warlords of the Air” (p. 530)

Chelsea FC, Doctorate Honoris Causa degree award (23 March 2009)

Religion and Science (1935)
1930s
Context: Why in any case, this glorification of man? How about lions and tigers? They destroy fewer animals or human lives than we do, and they are much more beautiful than we are. How about ants? They manage the Corporate State much better than any Fascist. Would not a world of nightingales and larks and deer be better than our human world of cruelty and injustice and war? The believers in Cosmic Purpose make much of our supposed intelligence, but their writings make one doubt it. If I were granted omnipotence, and millions of years to experiment in, I should not think Man much to boast of as the final result of all my efforts.

Source: Ada, or Ardor: A Family Chronicle