“The Great Conversation began before the beginnings of experimental science. But the birth of the Conversation and the birth of science were simultaneous. The earliest of the pre-Socratics were investigating and seeking to understand natural phenomena; among them were men who used mathematical notions for this purpose. Even experimentation is not new; it has been going on for hundreds of years. But faith in experimentation as an exclusive method is a modern manifestation. … It is now regarded in some quarters … as the sole method of obtaining knowledge of any kind.”

— Robert Maynard Hutchins

Great Books: The Foundation of a Liberal Education (1954)

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Robert Maynard Hutchins 38

philosopher and university president 1899–1977

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“The rise of experimental science has not made the Great Conversation irrelevant. … Science itself is part of the Great Conversation.”

Robert Maynard Hutchins (1899–1977) philosopher and university president

Great Books: The Foundation of a Liberal Education (1954)

“Since many propositions in the Great Conversation have not been arrived at by experiment … or empirical verification, we often hear that the Conversation, though perhaps interesting to the antiquarian as setting forth the bizarre superstitions entertained by "thinkers" before the dawn of experimental science, can have no relevance to us now, when experimental science and its methods have at least revealed these superstitions for what they are.”

Robert Maynard Hutchins (1899–1977) philosopher and university president

Great Books: The Foundation of a Liberal Education (1954)

“Because of experimental science we know a very large number of things about the natural world of which our predecessors were ignorant. In the great books we can observe the birth of science, applaud the development of the experimental technique, and celebrate the triumphs it has won. But we can also note the limitations of the method and mourn the errors that its misapplication has caused. We can distinguish the outlines of those great persistent problems that the method … may never solve and find the clues to their solutions offered by other methods and other disciplines.”

Robert Maynard Hutchins (1899–1977) philosopher and university president

Great Books: The Foundation of a Liberal Education (1954)

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[New York Times, 2005-01-04, God (or Not), Physics and, of Course, Love: Scientists Take a Leap, http://www.nytimes.com/2005/01/04/science/04edgehed.html?pagewanted=3&ei=5090&en=ce9bddb9581db4d9&ex=1262581200&partner=rssuserland, 2006-08-22]
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“Grosseteste appears to have been the first medieval writer to recognize and deal with the two fundamental methodological problems of induction and experimental verification and falsification which arose when the Greek conception of geometrical demonstration was applied to the world of experience. He appears to have been the first to set out a systematic and coherent theory of experimental investigation and rational explanation by which the Greek geometrical method was turned into modern experimental science. As far as is known, he and his successors were the first to use and exemplify such a theory in the details of original research into concrete problems.”

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Robert Grosseteste and the Origins of Experimental Science 1100-1700 (1953)

“To prepare teachers in the method of the experimental sciences is not an easy matter.”

Maria Montessori (1870–1952) Italian pedagogue, philosopher and physician

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.