Charles West Churchman, Russell Lincoln Ackoff (1950) Methods of inquiry: an introduction to philosophy and scientific method. p. 185; Partly cited in: Britton, G. A., & McCallion, H. (1994). An overview of the Singer/Churchman/Ackoff school of thought. Systems Practice, Vol 7 (5), 487-521.
1950s
Context: … All other languages can be translated into the thing-language, but the thing-language cannot be translated into any other language. Its terms can only be reduced to what are called "ostensive" definitions. These consist merely of pointing or otherwise evoking a direct experience. Hence, the thing-language is absolutely basic. Out of this basic language, we build up the other languages of the sciences, beginning with the language of physics, and proceeding to biology, psychology, and the social sciences.
Acceptance speech, Alumni Achievement Award, Collinsville, Illinois. 2017.
Jay Lemke (2003), "Teaching all the languages of science: Words , symbols, images and actions," p. 3; as cited in: Scott, Phil, Hilary Asoko, and John Leach. "Student conceptions and conceptual learning in science." Handbook of research on science education (2007): 31-56.
Remarks after the Solvay Conference (1927)
Context: I feel very much like Dirac: the idea of a personal God is foreign to me. But we ought to remember that religion uses language in quite a different way from science. The language of religion is more closely related to the language of poetry than to the language of science. True, we are inclined to think that science deals with information about objective facts, and poetry with subjective feelings. Hence we conclude that if religion does indeed deal with objective truths, it ought to adopt the same criteria of truth as science. But I myself find the division of the world into an objective and a subjective side much too arbitrary. The fact that religions through the ages have spoken in images, parables, and paradoxes means simply that there are no other ways of grasping the reality to which they refer. But that does not mean that it is not a genuine reality. And splitting this reality into an objective and a subjective side won't get us very far.
Speech in Doha; quoted on official website http://www.mozabintnasser.qa/en/Pages/ArticlePreview.aspx?ArticleGuid=ed017dde-d770-42a3-80e7-441a15d0a89f&Type=Speech (May 31 2012)
“I have labored much in sciences and languages”
OQHI, 65 http://www.mlat.uzh.ch/MLS/text.php?tabelle=Rogerus_Baco_cps4&rumpfid=Rogerus_Baco_cps4,%20Opus%20tertium,%20%2020&corpus=4&lang=0¤t_title=Opus%20tertium&links=&inframe=1 as cited in: Jeremiah Hackett (2009) """" Roger Bacon http://plato.stanford.edu/archives/win2012/entries/roger-bacon"""" in: The Stanford Encyclopedia of Philosophy. Edward N. Zalta (ed.)
Opus Tertium, c. 1267
Context: I have labored much in sciences and languages, and I have up to now devoted forty years [to them] after I first learned the Alphabetum; and I was always studious. Apart from two of these forty years I was always [engaged] in study [or at a place of study], and I had many expenses just as others commonly have. Nevertheless, provided I had first composed a compendium, I am certain that within quarter or half a year I could directly teach a solicitous and confident person whatever I know of these sciences and languages. And it is known that no one worked in so many sciences and languages as I did, nor so much as I did. Indeed, when I was living in the other state of life [as a Magister], people marveled that I survived the abundance of my work. And still, I was just as involved in studies afterwards, as I had been before. But I did not work all that much, since in the pursuit of Wisdom this was not required.
"Introduction" to the French edition (1974) of Crash (1973); reprinted in Re/Search no. 8/9 (1984)
Crash (1973)
