“Because certain elements of geometry have for a long time been included in the general course of education, every educated man is able to distinguish between the practical task of the land surveyor and the theoretical investigation of the geometer. The corresponding distinction between the theory of probability and statistics has yet to be recognized.”

— Richard von Mises

Second Lecture, The Elements of the Theory of Probability, p. 32
Probability, Statistics And Truth - Second Revised English Edition - (1957)

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Richard von Mises20

Austrian physicist and mathematician 1883–1953

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“Education should be able to distinguish between the heritage that helps and that heritage hampers the tradition that undermines and the tradition that fortifies.”

Zakir Hussain (politician) (1897–1969) 3rd President of India

Source: Philosophy of Education, p. 89.

“Progress in every country depends mainly on the education of its people. Without education, we are a nation of children. The difference between one man and another, apart from birth and social position, consists in the extent of knowledge, general and practical, acquired by him. We may safely assume that man in all countries within certain limits start with the same degree of intelligence. A civilised nation is distinguished from an uncivilised one by the extent of its acquired intelligence and skill.”

Mokshagundam Visveshvaraya (1860–1962) Indian engineer, scholar, statesman and the Diwan of Mysore

Quoted in The Most Celebrated Indian Engineer:Mokshagundam Visvesvaraya, 22 November 2013, Official web site of Government of India: Vigyan Prasar http://www.vigyanprasar.gov.in/dream/feb2000/article1.htm,

“Education makes a greater difference between man and man, than nature has made between man and brute.”

John Adams (1735–1826) 2nd President of the United States

Letter to Abigail Adams (29 October 1775), published Letters of John Adams, Addressed to His Wife, Vol. 1 (1841), ed. Charles Francis Adams, p. 72
1770s
Context: Human nature with all its infirmities and depravation is still capable of great things. It is capable of attaining to degrees of wisdom and goodness, which we have reason to believe, appear as respectable in the estimation of superior intelligences. Education makes a greater difference between man and man, than nature has made between man and brute. The virtues and powers to which men may be trained, by early education and constant discipline, are truly sublime and astonishing. Newton and Locke are examples of the deep sagacity which may be acquired by long habits of thinking and study.

“The task of educating and feeding youngsters, the task of educating the army, the task of distributing the lands of the former absentee landlords to those who laboured every day upon that same land without receiving its benefits, are accomplishments of social medicine.”

Ernesto Che Guevara (1928–1967) Argentine Marxist revolutionary

On Revolutionary Medicine (1960)

“Some of the evils which are caused by the fallacy of an incompatibility between theory and practice having been described, it must now be admitted, that at the present time those evils show a decided tendency to decline. The extent of intercourse, and of mutual assistance, between men of science and men of practice, the practical knowledge of scientific men, and the scientific knowledge of practical men, have been for some time steadily increasing; and that combination and harmony of theoretical and practical knowledge—that skill in the application of scientific principles to practical purposes, which in former times was confined to a few remarkable individuals, now tends to become more generally diffused.”

William John Macquorn Rankine (1820–1872) civil engineer

p, 125
"On the Harmony of Theory and Practice in Mechanics" (Jan. 3, 1856)

“It is said that heaven does not create one man above or below another man. Any existing distinction between the wise and the stupid, between the rich and the poor, comes down to a matter of education.”

Fukuzawa Yukichi (1835–1901) Japanese author, writer, teacher, translator, entrepreneur and journalist who founded Keio University

Gakumon no Susume [An Encouragement of Learning] (1872–1876).

“… what is there in the subject of psychology to demand the attention of the manager?
Psychology, in the popular phrase, is " the study of the mind." It has for years been included in the training of all teachers, and has been one of the first steps for the student of philosophy; but it has not, usually, been included among the studies of the young scientific or engineering student, or of any students in other lines than Philosophy and Education. This, not because its value as a " culture subject " was not understood, but because the course of the average student is so crowded with technical preparation necessary to his life work, and because the practical value of psychology has not been recognized. It is well recognized that the teacher must understand the working of the mind in order best to impart his information in that way that will enable the student to grasp it most readily. It was not recognized that every man going out into the world needs all the knowledge that he can get as to the working of the human mind in order not only to give but to receive information with the least waste and expenditure of energy, nor was it recognized that in the industrial, as well as the academic world, almost every man is a teacher.”

Lillian Gilbreth (1878–1972) American psychologist and industrial engineer

Source: Psychology of management, 1914, p. 1-2

“Humanity cannot progress by importing into theoretical study the processes of blind routine and haphazard experiment by which production has so long been dominated. … The true relation between theory and application only appears when theoretical research has been purged of all empiricism.”

Simone Weil (1909–1943) French philosopher, Christian mystic, and social activist

“The teaching of mathematics,” p. 71-72
On Science, Necessity, and the Love of God (1968)
Context: My purpose here is to denounce an idea which seems to be dangerous and false. … Revolutionary trade unionists and orthodox communists are at one in considering everything that is purely theoretical as bourgeois. … The culture of a socialist society would be a synthesis of theory and practice; but to synthesize is not the same as to confuse together; it is only contraries that can be synthesized. … Marx’s principal glory is to have rescued the study of societies not only from Utopianism but also and at the same time from empiricism. … Humanity cannot progress by importing into theoretical study the processes of blind routine and haphazard experiment by which production has so long been dominated. … The true relation between theory and application only appears when theoretical research has been purged of all empiricism.

“Nothing is more certain than that whatever has to court public favor for its support will sooner or later be prostituted to utilitarian ends. The educational institutions of the United States afford a striking demonstration of this truth. Virtually without exception, liberal education, that is to say, education centered about ideas and ideals, has fared best in those institutions which draw their income from private sources. They have been able … to insist that education be not entirely a means for breadwinning. This means that they have been relatively free to promote pure knowledge and the training of the mind. … In state institutions, always at the mercy of elected bodies and of the public generally, and under obligation to show practical fruits for their expenditure of money, the movement toward specialism and vocationalism has been irresistible. They have never been able to say that they will do what they will with their own because their own is not private. It seems fair to say that the opposite of the private is the prostitute.”

Richard M. Weaver (1910–1963) American scholar

Source: Ideas have Consequences (1948), pp. 136-137.

“There was a time when I drew a distinction between Benjamin Netanyahu's policies and this country I have loved so long. No more. Every single day we wake to yet another outrage.”

Bradley Burston israeli journalist

It's Time to Admit It. Israeli Policy Is What It Is: Apartheid (2015)

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Richard von Mises20

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