“The idea of objectivity in the evaluation of pictures introduces the concept of rational and scientific assessment. There are some sciences involved in the making and in the study of pictures, but the art itself is finally not a science and will not submit to scientific regimentation because its life depends on the degree to which it is inhabited by mystery, speaks to us of the unknown. It is simply an avoidance of the interesting difficulty to subject the inexplicable to the process of rational explanation. For since the real pleasures of painting and the reality of its meaning exist in the part of its structure which cannot be explained, all suggestions and pretensions at explanation must lead us away from the area of greatest interest. This is to say that such analysis as purports to lay bare the machinery which makes a painting work — makes it a good painting — not only leaves out the most important factor, the element of mystery, but actively denies the reality which is the justification for the art at all.”

—  Patrick Swift

X magazine (1959-62)

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Patrick Swift60
British artist 1927–1983

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“Its life depends on the degree to which it is inhabited by mystery, speaks to us of the unknown.”

Patrick Swift (1927–1983) British artist

"The Painter in the Press", 'X magazine, Vol. I, No.4 (October 1960).

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John D. Barrow (1952–2020) British scientist

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Context: Scientific pictures are often not just about science. They may... have an undeniable aesthetic quality. They may even have been primarily works of art that possess a scientific message.

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“There is no "scientific worldview" just as there is no uniform enterprise "science"- except in the minds of metaphysicians, school masters, and scientists blinded by the achievements of their own particular niche… There is no objective principle that could direct us away from the supermarket "religion" or the supermarket "art" toward the more modern, and much more expensive supermarket "science." Besides, the search for such guidance would be in conflict with the idea of individual responsibility which allegedly is an important ingredient of a "rational" or scientific age.”

Paul Karl Feyerabend (1924–1994) Austrian-born philosopher of science

Pg 159.
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“The area of scientific interest is… the study of the objectives, functions, structure, properties, behaviour, performance and effects of informative communication processes and information systems. To this study the name "information science" can legitimately be attached.”

Brian Campbell Vickery (1918–2009) British information theorist

Source: Information Systems (1973), p. 330; As cited in: Lyn Robinson and David Bawden (2011).

Václav Havel photo

“This is related to the crisis, or to the transformation, of science as the basis of the modern conception of the world.
The dizzying development of this science, with its unconditional faith in objective reality and its complete dependency on general and rationally knowable laws, led to the birth of modern technological civilization. It is the first civilization in the history of the human race that spans the entire globe and firmly binds together all human societies, submitting them to a common global destiny.”

Václav Havel (1936–2011) playwright, essayist, poet, dissident and 1st President of the Czech Republic

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Frank Bunker Gilbreth, Sr. photo

“There is some confusion today as to the meaning of scientific management. This concerns itself with the nature of such management itself, with the scope or field to which such management applies, and with the aims that it desires to attain. Scientific management is simply management that is based upon actual measurement. Its skilful application is an art that must be acquired, but its fundamental principles have the exactness of scientific laws which are open to study by everyone. We have here nothing hidden or occult or secret, like the working practices of an old-time craft; we have here a science that is the result of accurately recorded, exact investigation.”

Frank Bunker Gilbreth, Sr. (1868–1924) American industrial engineer

Source: Applied Motion Study (1917), p. 3.

John Desmond Bernal photo

“At different stages in the educational process different changes are required. In schools the chief need is for a general change in the attitude towards science, which should be from the beginning an integral part and not a mere addition, often an optional addition, to the curriculum. Science should be taught not merely as a subject but should come into all subjects. Its importance in history and in modern life should be pointed out and illustrated. The old contrast, often amounting to hostility, between scientific and humane subjects need to be broken down and replaced by a scientific humanism. At the same time, the teaching of science proper requires to be humanized. The dry and factual presentation requires to be transformed, not by any appeal to mystical theory, but by emphasizing the living and dramatic character of scientific advance itself. Here the teaching of the history of science, not isolated as at present, but in close relation to general history teaching, would serve to correct the existing atmosphere of scientific dogmatism. It would show at the same time how secure are the conquests of science in the control they give over natural processes and how insecure and provisional, however necessary, are the rational interpretations, the theories and hypotheses put forward at each stage. Past history by itself is not enough, the latest developments of science should not be excluded because they have not yet passed the test of time. It is absolutely necessary to emphasize the fact that science not only has changed but is continually changing, that it is an activity and not merely a body of facts. Throughout, the social implications of science, the powers that it puts into men's hands, the uses they could make of them and those which they in fact do, should be brought out and made real by a reference to immediate experience of ordinary life.”

John Desmond Bernal (1901–1971) British scientist

Source: The Social Function of Science (1939), p. 246 : How such a method of teaching could become an integral part of general education is sketched by H. G. Wells' British Association address, "The Informative Content of Education," reprinted in World Brain (Mathuen, 1938).

George Klir photo

“Systems science is that field of scientific inquiry whose objects of study are systems.
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George Klir (1932–2016) American computer scientist

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L. P. Jacks photo

“Though science makes no use for poetry, poetry is enriched by science. Poetry “takes up” the scientific vision and re-expresses its truths, but always in forms which compel us to look beyond them to the total object which is telling its own story and standing in its own rights.”

L. P. Jacks (1860–1955) British educator, philosopher, and Unitarian minister

The Usurpation Of Language (1910)
Context: Though science makes no use for poetry, poetry is enriched by science. Poetry “takes up” the scientific vision and re-expresses its truths, but always in forms which compel us to look beyond them to the total object which is telling its own story and standing in its own rights. In this the poet and the philosopher are one. Using language as the lever, they lift thought above the levels where words perplex and retard its flight, and leave it, at last, standing face to face with the object which reveals itself.

Russell L. Ackoff photo

“Systems science and technology constitute one aspect of systems thinking, but the humanities and arts make up the other. The fact that design plays such a large part in the systemic treatment of problems makes it apparent that art has a major role in it as well. Ethics and aesthetics are integral aspects of evaluating systems… the systems approach involves the pursuit of truth (science) and its effective use (technology), plenty (economics), the good (ethics and morality), and beauty and fun (aesthetics). To compare systems methodology with that of any of the so-called ‘hard’ disciplines—for example, physics—is to misunderstand the nature of systems. The worry is not that the systems approach is not scientific in the sense which physics or chemistry or biology is, but that some try to make it scientific in that sense. To the extent they succeed, they destroy it.”

Russell L. Ackoff (1919–2009) Scientist

Ackoff (1999). "Disciplines, the two cultures and the scianities". Systems Research and Behavioral Science. 16 (6), p. 537. Cited in: Sherryl Stalinski (2005) A Systems View of Social Systems, Culture and Communities. Saybrook Graduate School. p. 5.
1990s

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