“It is dangerous to society to have students leave school believing that science is a perfect means to absolute, objective truths, discovered by people of superhuman intelligence. Apart form the danger that scientific “findings” could be used to justify wrong social polices, an impersonal, inhuman view of science alienates many students from the subject. If we are to encourage students of all kinds to take in interest in science, and use it for their own purposes, we need to show it as it really is.”

— Jay Lemke

Source: Talking Science: Language, Learning, and Values. 1990, p. 175

Adopted from Wikiquote. Last update June 3, 2021. History

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American academic 1946

Richard M. Weaver (1910–1963) American scholar

“Concealed Rhetoric in Scientistic Sociology,” p. 139.
Language is Sermonic (1970)

“They're not going to teach science at all. What they do is take the science students down to the lake, tie them in burlap sacks and throw them in. If God thinks they're good science students, they float.”

Paula Poundstone (1959) American comedian

About science education in the state of Kansas; quoted in [Randi, James, James Randi, November 11, 2006, http://www.randi.org/jr/2006-11/111706rampa.html#i7, "A Sure Test", Swift, James Randi Educational Foundation, 2006-11-18]

“The student of mathematics often finds it hard to throw off the uncomfortable feeling that his science, in the person of his pencil, surpasses him in intelligence,—an impression which the great Euler confessed he often could not get rid of. This feeling finds a sort of justification when we reflect that the majority of the ideas we deal with were conceived by others, often centuries ago. In a great measure it is really the intelligence of other people that confronts us in science.—Mach, Ernst.”

Ernst Mach (1838–1916) Austrian physicist and university educator

Source: 20th century, Popular Scientific Lectures, (Chicago, 1910), p. 196: Mathematics seems possessed of intelligence

“Teachers of science in schools and colleges must be masters of the tools for ensuring integrity in science and must instill them in their students.”

Lewis M. Branscomb (1926) physicist and science policy advisor

1994, p. 45
Integrity in Science (1985)

“Science Ph.D. students have effectively become serfs.”

James D. Watson (1928) American molecular biologist, geneticist, and zoologist.

"Dr. James Watson Follows His Own Advice" in Seattlest (28 September 2007) http://seattlest.com/2007/09/28/dr_watsoncontro_2.php
Context: Science Ph. D. students have effectively become serfs. And who would become a serf when you can work for Goldman Sachs and get paid $300,000 a year to become a serf? Why drive a Chevy when you can drive a BMW — and now you're condemned to driving a car from Malaysia or something. Life should be fun.

“I have been concerned to find out that many of our best trained students who have completed the higher levels of education at university or polytechnic have no desire to join industry. Their preferences are to stay in academic life or to find their way into the civil service. There seems to be a need for more technological bias in science teaching that will lead towards practical applications in industry rather than towards academic studies. Or, to take other examples, why is it that such a high proportion of girls abandon science before leaving school? … Why is it that 30,000 vacancies for students in science and engineering in our universities and polytechnics were not taken up last year while the humanities courses were full?”

James Callaghan (1912–2005) Prime Minister of the United Kingdom; 1976-1979

Speech https://www.theguardian.com/education/thegreatdebate/story/0,,574645,00.html to Ruskin College, Oxford University (18 October 1976)
Prime Minister

“Students coming from father-present families score higher in math and science even when they come from weaker schools.”

Warren Farrell (1943) author, spokesperson, expert witness, political candidate

Source: Father and Child Reunion (2001), p. 31.

“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.

“We need a science to save us from science.”

Bertrand Russell (1872–1970) logician, one of the first analytic philosophers and political activist

NY Times Magazine, as reported in High Points in the Work of the High Schools of New York City, Vol. 34 (1952), p. 46
1950s

“The notion that every well educated person would have a mastery of at least the basic elements of the humanities, sciences, and social sciences is a far cry from the specialized education that most students today receive, particularly in the research universities.”

Joseph E. Stiglitz (1943) American economist and professor, born 1943.

Autobiographical Essay (2001)

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