Teaching as a Subversive Activity (1969)
Context: Adminstrators are another curious consequence of a bureaucracy which has forgotten its reason for being. In schools, adminstrators commonly become myopic as a result of confronting all of the problems the "requirements" generate. Thus they cannot see (or hear) the constituents the system ostensibly exists to serve — the students. The idea that the school should consist of procedures specifically intended to help learners learn strikes many administrators as absurd — and "impractical." …Eichmann, after all, was "just an adminstrator." He was merely "enforcing requirements." The idea of "full time administrators" is palpably a bad one — especially in schools — and we say to hell with it. Most of the "administration" of the school should be a student responsibility. If schools functioned according to the democratic ideals they pay verbal allegience to, the students would long since have played a major role in developing policies and procedures guiding its operation. One of the insidious facts about totalitarianism is its seeming "efficiency." …Democracy — with all of its inefficiency — is still the best system we have so far for enhancing the prospects of our mutual survival. The schools should begin to act as if this were so.
“Mythology is wondrous, a balm for the soul. But its problems cannot be ignored. At worst, it buys inspiration at the price of physical impossibility […]. At best, it purveys the same myopic view of history that made this most fascinating subject so boring and misleading in grade school as a sequential take of monarchs and battles.”
"Baseball and the Two Faces of Janus", p. 259; originally published as "The Virtues of Nakedness" in The New York Review of Books (1990-10-11)
Triumph and Tragedy in Mudville (2003)
Help us to complete the source, original and additional information
Stephen Jay Gould 274
American evolutionary biologist 1941–2002Related quotes
"Subjective and Objective," in Mortal Questions, Cambridge University Press, 1979, p. 196.
Source: The Big Short (2010), Chapter Two, In the Land Of The Blind, p. 35
The Notebooks of Leonardo da Vinci (1883), XIX Philosophical Maxims. Morals. Polemics and Speculations.
Lecture V, section 88.
The Eagle's Nest (1872)
from a tree in the sacred grove.
Preface, 1 Brick Court Temple, London, June 1922.
The Golden Bough (1890)
“The human mind, merely in its chemical and physical aspects, takes on new inspiring attributes.”
Source: Science is Not Enough (1967), p. 28 - 29
Context: We puzzle as to whether the universe is bounded or extends forever; whether, indeed, it may only be one universe among many. We speculate as to whether our universe began in a vast explosion, whether it pulsates between utter compression and wide diffusion, whether it is self-renewing and thus unchanged forever. And we are humble.
But science teaches more than this. It continually reminds us that we are still ignorant and there is much to learn. Time and space are interconnected in strange ways; there is no absolute simultaneity. Within the atom occur phenomena concerning which visualization is futile, to which common sense, the guidance from our everyday experience, has no application, which yield to studies by equations that have no meaning except that they work. Mass and energy transform one into another, Gravitation, the solid rock on which Newton built, may be merely a property of the geometry of the cosmos. Life, as its details unfold before us, becomes ever more intricate, emphasizing more and more our wonder that its marvelous functioning could have been produced by chance and time. The human mind, merely in its chemical and physical aspects, takes on new inspiring attributes.
And what is the conclusion? He who follows science blindly, and who follows it alone, comes to a barrier beyond which he cannot see. He who would tell us with the authority of scholarship a complete story of why we exist, of our mission here, has a duty to speak convincingly in a world where men increasingly think for themselves. Exhortation needs to be revised, not to weaken its power, but to increase it, for men who are no longer in the third century. As this occurs, and on the essential and central core of faith, science will of necessity be silent.
But its silence will be the silence of humility, not the silence of disdain. A belief may be larger than a fact. A faith that is overdefined is the very faith most likely to prove inadequate to the great moments of life.
“Any subject can be made interesting, and therefore any subject can be made boring.”
XIII. A Guide to Boring
A Conversation with a Cat, and Others (1931)
“Mythology is studied in the school system because most of us come from it.”
Part III, ch. 19 (unnamed student)
Up the Down Staircase (1965)