“[Professionals] define the problems of their art similarly and agree on criteria for an acceptable solution. They know the history of previous attempts to solve those problems, or some of it, and the new problems those attempts generated. They know the history of work like theirs, so that they, their support personnel, and their audiences can understand what they have attempted and how and to what degree it works.”

— Howard S. Becker

Source: Art Worlds (1982), p. 230.

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Howard S. Becker 35

American sociologist 1928

Karl E. Weick (1936) Organisational psychologist

Karl E. Weick (1971, p. 9), as cited in: Harry L. Davis. " Decision Making within the Household http://www.unternehmenssteuertag.de/fileadmin/user_upload/Redaktion/Seco@home/nachhaltiger_Energiekonsum/Literatur/entscheidungen_haushalte/Decision_Making_within_the_Household.pdf," The Journal of Consumer Research, Vol. 2, No. 4. (Mar., 1976), pp. 241-260.
1970s

“Sometimes… Diophantus solves a problem wholly or in part by synthesis…. Although… Diophantus does not treat his problems generally and is usually content with finding any particular numbers which happen to satisfy the conditions of his problems,… he does occasionally attempt such general solutions as were possible to him. But these solutions are not often exhaustive because he had no symbol for a general coefficient.”

James Gow (scholar) (1854–1923) scholar

p, 125
A Short History of Greek Mathematics (1884)

“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.