Merton (1968) "The Matthew Effect In Science", In: Science Vol. 159, no. 3810 (5 January 1968), p. 56-63: On scientists, the Nobel Prizes, and the Matthew effect in scientific research. 
Context: The role of outstanding scientists in influencing younger associates is repeatedly emphasized in the interviews with laureates. Almost invariably they lay great emphasis on the importance of problem-finding, not only problem-solving. They uniformly express the strong conviction that what matters most in their work is a developing sense of taste, of judgment, in acting setting upon problems that are of fundamental importance. And, typically, they report that they acquired this sense for the significant problem during their years of training in evocative environments. Reflecting on his years as a novice in the laboratory of a chemist of the first rank, one laureate reports that he "led me to look for important things, whenever possible, rather than work on endless detail or to work just to improve accuracy rather than making a basic new contribution."
                                    
“A great idea invariably creates as many problems as it solves: that is a sign of its greatness.”
             page 63 https://books.google.com/books?id=hwpKAAAAIAAJ&pg=PA63 
Relativity for All, London, 1922
        
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Herbert Dingle 9
British astronomer 1890–1978Related quotes
MS dedication to Boris Godunov, January 21, 1874. http://www.bklynnews.com/BklynRadio/boris%20godunov-1.htm
as quoted by Sandhya Ramesh in: [Interview: 'There's No Conflict Between Lack of Evidence of String Theory and Work Being Done on It', The Wire, Bengaluru, 7 January 2018, https://thewire.in/science/theres-no-conflict-lack-evidence-string-theory-work-done]
                                        
                                        the desire for pleasure. The monks and the sannyasis of the world have tried to go beyond it, have forced themselves to worship an ideal, an image, a symbol. But desire is always there like a flame, burning. And to find out, to probe into the nature of desire, the complexity of desire, its activities, its demands, its fulfilments — ever more and more desire for power, position, prestige, status, the desire for the unnameable, that which is beyond all our daily life — has made man do all kinds of ugly and brutal things. Desire is the outcome of sensation the outcome with all the images that thought has built. And this desire not only breeds discontent but a sense of hopelessness. Never suppress it, never discipline it but probe into the nature of it — what is the origin, the purpose, the intricacies of it? To delve deep into it is not another desire, for it has no motive; it is like understanding the beauty of a flower, to sit down beside it and look at it. And as you look it begins to reveal itself as it actually is — the extraordinarily delicate colour, the perfume, the petals, the stem and the earth out of which it has grown. So look at this desire and its nature without thought which is always shaping sensations, pleasure and pain, reward and punishment. Then one understands, not verbally, nor intellectually, the whole causation of desire, the root of desire. The very perception of it, the subtle perception of it, that in itself is intelligence. And that intelligence will always act sanely and rationally in dealing with desire. 
 Krishnamurti to Himself (1987) http://www.jkrishnamurti.com/krishnamurti-teachings/view-text.php?tid=16&chid=609 -  ISBN 0-06-250649-8   1993 edition; J.Krishnamurti Online. Serial No. 60039 
1980s
                                    
Source: Start with Why: How Great Leaders Inspire Everyone to Take Action
                                        
                                        K-Linesː A Theory of Memory (1980) 
Context: When you "get an idea," or "solve a problem," or have a "memorable experience," you create what we shall call a K-line. This K-line gets connected to those "mental agencies" that were actively involved in the memorable event. When that K-line is later "activated," it reactivates some of those mental agencies, creating a "partial mental state" resembling the original.
                                    
                                        
                                        Source: 1980s, That Benediction is Where You Are (1985), p. 18 
Context: From childhood we are trained to have problems. When we are sent to school, we have to learn how to write, how to read, and all the rest of it. How to write becomes a problem to the child. Please follow this carefully. Mathematics becomes a problem, history becomes a problem, as does chemistry. So the child is educated, from childhood, to live with problems — the problem of God, problem of a dozen things. So our brains are conditioned, trained, educated to live with problems. From childhood we have done this. What happens when a brain is educated in problems? It can never solve problems; it can only create more problems. When a brain that is trained to have problems, and to live with problems, solves one problem, in the very solution of that problem, it creates more problems. From childhood we are trained, educated to live with problems and, therefore, being centred in problems, we can never solve any problem completely. It is only the free brain that is not conditioned to problems that can solve problems. It is one of our constant burdens to have problems all the time. Therefore our brains are never quiet, free to observe, to look. So we are asking: Is it possible not to have a single problem but to face problems? But to understand those problems, and to totally resolve them, the brain must be free.