“The great books … afford us the best examples of man's efforts to seek the truth, both about the nature of things and about human conduct, by methods other than those of experimental science; and because these examples are presented in the context of equally striking examples of man's efforts to learn by experiment … the great books provide us with the best materials for judging whether the experimental method is or is not the only acceptable method of inquiry into all things.”

Great Books: The Foundation of a Liberal Education (1954)

Great Books: The Foundation of a Liberal Education (1954)

Source: Social Amnesia: A Critique of Conformist Psychology from Adler to Laing (1975), p. 63

Testimony before the US Senate Committee on Environment and Public Works (28 September 2005)
Context: Science is nothing more than a method of inquiry. The method says an assertion is valid — and merits universal acceptance — only if it can be independently verified. The impersonal rigor of the method means it is utterly apolitical. A truth in science is verifiable whether you are black or white, male or female, old or young. It's verifiable whether you like the results of a study, or you don't.

Introductory
The Grammar of Science (1900)

Source: The Montessori Method (1912), Ch. 1 : A Critical Consideration of the New Pedagogy in its Relation to Modern Science, p. 7.
Context: To prepare teachers in the method of the experimental sciences is not an easy matter. When we shall have instructed them in anthropometry and psychometry in the most minute manner possible, we shall have only created machines, whose usefulness will be most doubtful. Indeed, if it is after this fashion that we are to initiate our teachers into experiment, we shall remain forever in the field of theory. The teachers of the old school, prepared according to the principles of metaphysical philosophy, understood the ideas of certain men regarded as authorities, and moved the muscles of speech in talking of them, and the muscles of the eye in reading their theories. Our scientific teachers, instead, are familiar with certain instruments and know how to move the muscles of the hand and arm in order to use these instruments; besides this, they have an intellectual preparation which consists of a series of typical tests, which they have, in a barren and mechanical way, learned how to apply.
The difference is not substantial, for profound differences cannot exist in exterior technique alone, but lie rather within the inner man. Not with all our initiation into scientific experiment have we prepared new masters, for, after all, we have left them standing without the door of real experimental science; we have not admitted them to the noblest and most profound phase of such study, — to that experience which makes real scientists.

Le Discours de la Méthode (1637)

Source: "Relevance of laboratory experiments to testing resource allocation theory," 1980, p. 346.

The Upanishads–II : Kena and Other Upanishads (2001), p. 355