“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.”

— Robert K. Merton

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."

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Robert K. Merton 11

American sociologist 1910–2003

Herbert Dingle (1890–1978) British astronomer

page 63 https://books.google.com/books?id=hwpKAAAAIAAJ&pg=PA63
Relativity for All, London, 1922

“A real scientist solves problems, not wails that they are unsolvable.”

Anne McCaffrey book Acorna: The Unicorn Girl

Source: Acorna: The Unicorn Girl

“Everybody's a mad scientist, and life is their lab. We're all trying to experiment to find a way to live, to solve problems, to fend off madness and chaos.”

David Cronenberg (1943) Canadian film director, screenwriter and actor

Source: Cronenberg on Cronenberg (1997), Ch. 1, P. 7

“Indeed, it is sometimes almost as if the problem had to be forgotten to be solved.”

Julian Jaynes book The Origin of Consciousness in the Breakdown of the Bicameral Mind

Book I, Chapter 1, p. 44
The Origin of Consciousness in the Breakdown of the Bicameral Mind (1976)

“Successful problem solving requires finding the right solution to the right problem. We fail more often because we solve the wrong problem than because we get the wrong solution to the right problem.”

Russell L. Ackoff (1919–2009) Scientist

Source: 1970s, Redesigning the future, 1974, p. 8.

“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.”

Jiddu Krishnamurti (1895–1986) Indian spiritual philosopher

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.