“Effective science teaching calls for active contact with research and that teachers need to mingle with other scientists and to know what is going on in the field.”

— Alan Tower Waterman

in the Bulletin of the Atomic Scientists (March 1953), Vol. 9, No. 2,ISSN 0096-3402, published by Educational Foundation for Nuclear Science, Inc., p. 38.

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Alan Tower Waterman3

American physicist 1892–1967

Brian Campbell Vickery (1918–2009) British information theorist

Source: Information Science in Theory and Practice (1987), p. 9-11.

“The security services are alarmed. Every nation that does research into fundamental physics — what we call experimental theology — is turning to its scientists urgently to discover what's going on. Because they know that something is happening. And they suspect it has to do with other worlds.”

Philip Pullman His Dark Materials trilogy

Sir Charles to Mrs. Coulter in Ch. 9 : Theft
His Dark Materials, The Subtle Knife (1997)

“I'm no teacher. Never wanted to teach and don't believe in teaching an art. Science yes, business of course.. but an art cannot be taught. You can only inculcate it, you can be an exemplar, you can create an atmosphere in which it can grow. Well I suppose I, being an exemplar, could be called a teacher, in spite of myself. So go ahead, call me a teacher.”

Frank Lloyd Wright (1867–1959) American architect (1867-1959)

Quote from an interview on the NBC television program, Wisdom- A Conversation with Frank Lloyd Wright (1953)

“Science should be distinguished from technique and its scientific instrumentation, technology. Science is practised by scientists, and techniques by ‘engineers’ — a term that in our terminology includes physicians, lawyers, and teachers. If for the scientist knowledge and cognition are primary, it is action and construction that characterises the work of the engineer, though in fact his activity may be based on science. In history, technique often preceded science.”

Hans Freudenthal (1905–1990) Dutch mathematician

Hans Freudenthal (1978). Weeding and Sowing. Preface to a Science of Mathematical Education; As cited in: Ben Wilbrink (2013) " Hans Freudenthal Aantekeningen bij zijn publicaties http://www.benwilbrink.nl/literature/freudenthal.htm".

“[Teachers] emphasize the human side of science: real activities by real human beings, both today and in specific periods of history. Personal characteristics of scientists, with which students can identify, should be emphasized rather than making scientists seem superhuman or alien.”

Jay Lemke (1946) American academic

Source: Talking Science: Language, Learning, and Values. 1990, p. 175-6; as cited in: Hanuscin & Lee (2010)

“The relation between the social sciences and the natural sciences has long been fraught with difficulties. A minority of social scientists (including some anthropologists) regard their activity as an extension, or a branch, of biological research. Others argue that the social sciences ought to be sciences of the same kind as the natural sciences; that they should strive after the same kind of precision and the same kind of parsimonious clarity that can be achieved for instance in chemistry.”

Thomas Hylland Eriksen (1962) Norwegian social anthropologist and professor

Source: What is Anthropology? (2nd ed., 2017), Ch. 7 : Nature

“The best CEOs I know are teachers, and at the core of what they teach is strategy.”

Michael E. Porter (1947) American engineer and economist

Michael Porter, "The CEO as strategist," in: Henry Mintzberg, Bruce W. Ahlstrand, and Joseph Lampel (eds.). Strategy bites back: It is a lot more, and less, than you ever imagined. Pearson Education, 2005. p. 45