“Even those who do not, or cannot, avail themselves of a scientific education, choose to benefit from the technology that is made possible by the scientific education of others.”

—  Richard Dawkins , book A Devil's Chaplain

Source: A Devil's Chaplain: Reflections on Hope, Lies, Science, and Love

Last update June 3, 2021. History

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English ethologist, evolutionary biologist and author 1941

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“Scientific and technological progress themselves are value-neutral. They are just very good at doing what they do. If you want to do selfish, greedy, intolerant and violent things, scientific technology will provide you with by far the most efficient way of doing so. But if you want to do good, to solve the world's problems, to progress in the best value-laden sense, once again, there is no better means to those ends than the scientific way.”

Richard Dawkins (1941) English ethologist, evolutionary biologist and author

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“With support from institutions like the United Nations as well as the donor community, governments can strengthen their national technological and scientific capacities by devising policies to link up to research networks, encourage technology transfer, and build indigenous capabilities through education and collaborative projects.”

Talal Abu-Ghazaleh (1938) Jordanian businesspeople

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“You may notice a stark disconnect between the favela and digital technologies used there. This is not due to lack of education in the slum, but rather to a lack of education of those who develop the technologies without knowing the favela.”

David Nemer

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“Religion and education meet in their responsibility to make possible the abundant life—the terms are intellectual and spiritual, rather than material. Humane living is assured only to those … who have disciplined themselves to choose and who have the ardor to strive for the excellent “with heart and soul and mind.””

Aurelia Henry Reinhardt (1877–1948) American educator and social activist

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“Why is it that any technological and scientific achievement reached in the Middle East region is translated into and portrayed as a threat to the Zionist regime? Is not scientific R&D one of the basic rights of nations? Can the possibility of scientific achievements being utilized for military purposes be reason enough to oppose science and technology altogether?”

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“The idea of education has been so tied to schools, universities, and professors that many assume that there is no other way, but education is available to anyone within reach of a library, a post office, or even a newsstand.”

Louis L'Amour (1908–1988) Novelist, short story writer

Source: Education of a Wandering Man (1989), Ch. 1
Context: The idea of education has been so tied to schools, universities, and professors that many assume that there is no other way, but education is available to anyone within reach of a library, a post office, or even a newsstand.
Today you can buy the Dialogues of Plato for less than you would spend on a fifth of whiskey, or Gibbon's Decline and Fall of the Roman Empire for the price of a cheap shirt. You can buy a fair beginning of any education in any bookstore with a good stock of paperback books for less than you would spend on a week's supply of gasoline.
Often I hear people say they do not have time to read. That's absolute nonsense. In the one year during which I kept that kind of record, I read twenty-five books while waiting for people. In offices, applying for jobs, waiting to see a dentist, waiting in a restaurant for friends, many such places. I read on buses, trains, and planes. If one really wants to learn, one has to decide what is important. Spending an evening on the town? Attending a ball game? Or learning something that can be with you your life long?

“There is a lesson to be learned from the history of sciences, technology and societies, if you look at the specific needs of each country at defining a scientific policy, policy that can not be the same everywhere: the basis of anything is education, so that people not only become qualified, but essentially become able to create new knowledge.”

José Leite Lopes (1918–2006) Brazilian physicist

Il y a une leçon à tirer de l'histoire des sciences, de la technologie et des sociétés, si l'on regarde les besoins spécifiques de chaque pays pour définir une politique scientifique, politique qui ne peut pas être identique partout : la base de tout, c'est l'éducation des gens, pour qu'ils soient non seulement compétents, mais surtout capables de créer de nouvelles connaissances.
in Science et développement: une politique scientifique peut-elle tirer un enseignement de l'histoire des sciences, in an edition by [Patrick Petitjean, Catherine Jami, Anne Marie Moulin, Science and empires: historical studies about scientific development and European expansion, Springer, 1992, 0792315189, 370]

“Nature balances populations and any artificial increase in food, technology or medicine for those who do not or cannot produce it themselves leads to misery.”

David Lane (white nationalist) (1938–2007) American white supremacist, convicted felon

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“That there is a difference between the average and the first class man is known to all employers, but that the first class man can do in most cases from two to four times as much is known to few, and is fully realized only by those who have made a thorough and scientific study of the possibilities of men.”

Frederick Winslow Taylor (1856–1915) American mechanical engineer and tennis player

Source: Shop Management, 1903, p. 1346.

“Those experiments that cannot be justified on scientific grounds can be no more justified than the frivolous killing and torturing of animals. In fact they are even less capable of justification, since such experiments block more fruitful uses of scientific resources.”

Deborah Mayo American philosopher

Source: Against a Scientific Justification of Animal Experiments, p. 340

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