“It is true that many of the problems with which professional philosophers deal do require quite a high level of abstract thought. However, the same is true of almost any intellectual pursuit: philosophy is no different in this respect from physics, literary criticism, computer programming, geology, mathematics, or history.”

—  Nigel Warburton

Philosophy : the basics (Fifth Edition, 2013), Introduction

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Nigel Warburton 7
British author and lecturer 1962

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“I thought we should require physical determinations, and not abstract integrations. A pernicious taste begins to infiltrate, from which real science will suffer far more than it will progress, and it would be often better for the true physics if there were no mathematics in the world.”

Daniel Bernoulli

Ich vermeinte, man verlange physische Determinationen und nicht abstracte integrationes. Es fängt sich ein verderblicher goût an einzuschleichen, durch welchen die wahren Wissenschaften viel mehr leiden, als sie avancirt werden, und wäre es oft besser für die realem physicam, wenn keine Mathematik auf der Welt wäre.
Letter to Leonhard Euler, 26 January 1750, published in [Correspondance mathématique et physique de quelques célèbres géomètres du XVIIIème siècle, P. H. Fuss, Saint Petersburg, 1843, 650]

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“Computer science research is different from these more traditional disciplines. Philosophically it differs from the physical sciences because it seeks not to discover, explain, or exploit the natural world, but instead to study the properties of machines of human creation. In this it as analogous to mathematics, and indeed the "science" part of computer science is, for the most part mathematical in spirit. But an inevitable aspect of computer science is the creation of computer programs: objects that, though intangible, are subject to commercial exchange.”

Dennis M. Ritchie (1941–2011) American computer scientist

Reflections on Software Research (1984)

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“Any religion or philosophy which is not based on a respect for life is not a true religion or philosophy.”

Albert Schweitzer (1875–1965) French-German physician, theologian, musician and philosopher

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“Data management housekeeping is not the only problem to plague oversimplified approaches to high speed computation. The physical problems which are of practical interest tend to have rather significant complications. Examples of these complications are as follows: boundaries are likely to be irregular; interiors are likely to be inhomogeneous; computations required may be dependent on the states of the variables at each point; propagation rates of different physical effects may be quite different; the rate of convergence, or convergence at all, may be strongly dependent on sweeping through the array along different axes on succeeding passes; etc. The effect of each of these complications is very severe on any computer organization based on geometrically related processors in a paralleled processing system.”

Gene Amdahl (1922–2015) American physicist

Source: Validity of the single processor approach... (1967), p. 483

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“In many schools today, the phrase "computer-aided instruction" means making the computer teach the child. One might say the computer is being used to program the child. In my vision, the child programs the computer and, in doing so, both acquires a sense of master over a piece of the most modern and powerful technology and establishes an intimate contact with some of the deepest ideas from science, from mathematics, and from the art of intellectual model building.”

Seymour Papert book Mindstorms: Children, Computers, and Powerful Ideas

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“A great department of thought must have its own inner life, however transcendent may be the importance of its relations to the outside. No department of science, least of all one requiring so high a degree of mental concentration as Mathematics, can be developed entirely, or even mainly, with a view to applications outside its own range. The increased complexity and specialisation of all branches of knowledge makes it true in the present, however it may have been in former times, that important advances in such a department as Mathematics can be expected only from men who are interested in the subject for its own sake, and who, whilst keeping an open mind for suggestions from outside, allow their thought to range freely in those lines of advance which are indicated by the present state of their subject, untrammelled by any preoccupation as to applications to other departments of science. Even with a view to applications, if Mathematics is to be adequately equipped for the purpose of coping with the intricate problems which will be presented to it in the future by Physics, Chemistry and other branches of physical science, many of these problems probably of a character which we cannot at present forecast, it is essential that Mathematics should be allowed to develop freely on its own lines.”

E. W. Hobson (1856–1933) British mathematician

Source: Presidential Address British Association for the Advancement of Science, Section A (1910), p. 286; Cited in: Moritz (1914, 106): Modern mathematics.

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“The history of mathematics is important also as a valuable contribution to the history of civilization. Human progress is closely identified with scientific thought. Mathematical and physical researches are a reliable record of intellectual progress.”

Florian Cajori book A History of Mathematics

Source: A History of Mathematics (1893), p. 4; Cited in: Moritz (1914, 90); Study and research in mathematics

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“Imagine creating a huge software program that can only be tested in little pieces on a computer that is slightly different from what it is supposed to run on. However, when you do run it as a whole on the actual computer for the first time, it must run almost flawlessly without a single significant bug. When is the last time you saw a software program do that?”

Elon Musk (1971) South African-born American entrepreneur

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“They are almost never required to make observations, formulate definitions, or perform any intellectual operations that go beyond repeating what someone else says is true.”

Neil Postman (1931–2003) American writer and academic

Teaching as a Subversive Activity (1969)
Context: In order to understand what kind of behaviors classrooms promote, one must become accustomed to observing what, in fact, students actually do in them. What students do in a classroom is what they learn (as Dewey would say), and what they learn to do is the classroom's message (as McLuhan would say). Now, what is it that students do in the classroom? Well, mostly they sit and listen to the teacher. Mostly, they are required to believe in authorities, or at least pretend to such belief when they take tests. Mostly they are required to remember. They are almost never required to make observations, formulate definitions, or perform any intellectual operations that go beyond repeating what someone else says is true. They are rarely encouraged to ask substantive questions, although they are permitted to ask about administrative and technical details. (How long should the paper be? Does spelling count? When is the assignment due?) It is practically unheard of for students to play any role in determining what problems are worth studying or what procedures of inquiry ought to be used. Examine the types of questions teachers ask in classrooms, and you will find that most of them are what might technically be called "convergent questions," but what might more simply be called "Guess what I am thinking " questions.

“The computer argues, to put it baldly, that the most serious problems confronting us at both personal and professional levels require technical solutions through fast access to information otherwise unavailable. …this is… nonsense.”

Neil Postman (1931–2003) American writer and academic

Technopoly: the Surrender of Culture to Technology (1992)
Context: Because of what computers commonly do... With the exception of the electric light, there never has been a technology that better exemplifies Marshall McLuhan's aphorism "The medium is the message." …the "message" of computer technology is comprehensive and domineering. The computer argues, to put it baldly, that the most serious problems confronting us at both personal and professional levels require technical solutions through fast access to information otherwise unavailable.... this is... nonsense. Our most serious problems are not technical, nor do they arise from inadequate information. If a nuclear catastrophe occurs, it shall not be because of inadequate information. Where people are dying of starvation, it does not occur because of inadequate information. If families break up, children are mistreated, crime terrorizes a city, education is impotent, it does not happen because of inadequate information. Mathematical equations, instantaneous communication, and vast quantities of information have nothing whatever to do with any of these problems. And the computer is useless in addressing them.

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