“If you ask most teachers of science what their main goal is, they will probably say: for my students to understand the basic concepts of physics, chemistry, biology, or whatever other field is being studied. The critical words here are ‘understand’ and ‘concept’, and both of these terms assume a fundamentally psychological approach to learning… If we see the goals of science education in terms of what students will be able to do, and how they will be able to make sense of the world, rather than in terms of our speculations about what may be going on in their brains, then we need to see scientific learning as the acquisition of cultural tools and practices, as learning to participate in very specific and often specialized forms of human activity”

Let me share with you a few of my own experiences.
The quoted line is taken from "Education for Eternity" (12 Septemebr 1967), by Spencer W. Kimball, p. 11, preschool address to BYU faculty and staff.
The Arts, the Sciences, and the Light of the Gospel (2000)

Source: 1930s, Power: A New Social Analysis (1938), Ch. 1: The Impulse to Power

Life's irreducible structure (1968)

"Bible Stories for Adults, No. 20: The Tower" p. 76 (originally published in Author’s Choice Monthly #8: Swatting at the Cosmos)
Short fiction, Bible Stories for Adults (1996)

[Francis Weston Sears, Mechanics, heat and sound, Addison-Wesley principles of physics series Volume 1, 2nd Edition, Addison-Wesley Press, 1950, 447]

Charles West Churchman, Russell Lincoln Ackoff (1950) Methods of inquiry: an introduction to philosophy and scientific method. p. 185; Partly cited in: Britton, G. A., & McCallion, H. (1994). An overview of the Singer/Churchman/Ackoff school of thought. Systems Practice, Vol 7 (5), 487-521.
1950s
Context: … All other languages can be translated into the thing-language, but the thing-language cannot be translated into any other language. Its terms can only be reduced to what are called "ostensive" definitions. These consist merely of pointing or otherwise evoking a direct experience. Hence, the thing-language is absolutely basic. Out of this basic language, we build up the other languages of the sciences, beginning with the language of physics, and proceeding to biology, psychology, and the social sciences.

Source: The Social Psychology of Organizations (1966), p. 33

Sakharov Prize for Freedom of Thought Acceptance Speech (2013)
Context: Why is one of the most important words in any language. You have to know why the world is the way it is or you have to want to know. If you do not have this curiosity and if you do not have the intelligence in order to be able to express this curiosity in terms that others can understand than we will not be able to contribute to progress in our world. How many of our people over these past few decades ever ask themselves why that had to submit to the authority of people who did not have the mandate of the general public. I do not think very many did. It was taken for granted that those who had power and authority could do exactly as they please. This was something that we could not accept.

E. Wight Bakke "Industrial Relations Research," Proceedings of the American Philosophical Society, vol. 92, no. 5, p. 379, November, 1948. As cited in: Tannenbaum, Weschler, and Massarik (1961; 8)