“The mystique of science is an essential tool for technocratic rule. Through it we are all taught that science, as the paradigm of all expert knowledge, has an objective, superior, and special truth that only the superintelligent few can understand. Science education, like it or not, does a great job in foisting these myths on most of us.”

— Jay Lemke

Source: Talking Science: Language, Learning, and Values. 1990, p. 149

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Jay Lemke 31

American academic 1946

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“In the natural sciences, language (mathematics) is a useful tool: like the microscope or telescope, it enables us to see what is otherwise invisible. In the social sciences, language (literalized metaphor) is an impediment: like a distorting mirror, it prevents us from seeing the obvious.
That is why in the natural sciences, knowledge can be gained only with the mastery of their special languages; whereas in human affairs, knowledge can be gained only by rejecting the pretentious jargons of the social sciences.”

Thomas Szasz (1920–2012) Hungarian psychiatrist

The Untamed Tongue: A Dissenting Dictionary (1990)

“Combining this observation with the insight that science has no special method, we arrive at the result that the separation of science and non-science is not only artificial but also detrimental to the advancement of knowledge. If we want to understand nature, if we want to master our physical surroundings, then we must use all ideas, all methods, and not just a small selection of them. The assertion, however, that there is no knowledge outside science - extra scientiam nulla salus”

Paul Karl Feyerabend book Against Method

is nothing but another and most convenient fairy-tale. Primitive tribes has more detailed classifications of animals and plant than contemporary scientific zoology and botany, they know remedies whose effectiveness astounds physicians (while the pharmaceutical industry already smells here a new source of income), they have means of influencing their fellow men which science for a long time regarded as non-existent (voodoo), they solve difficult problems in ways which are still not quite understood (building of the pyramids; Polynesian travels), there existed a highly developed and internationally known astronomy in the old Stone Age, this astronomy was factually adequate as well as emotionally satisfying, it solved both physical and social problems (one cannot say the same about modern astronomy) and it was tested in very simple and ingenious ways (stone observatories in England and in the South Pacific; astronomical schools in Polynesia - for a more details treatment an references concerning all these assertions cf. my Einfuhrung in die Naturphilosophie). There was the domestication of animals, the invention of rotating agriculture, new types of plants were bred and kept pure by careful avoidance of cross fertilization, we have chemical inventions, we have a most amazing art that can compare with the best achievement of the present. True, there were no collective excursions to the moon, but single individuals, disregarding great dangers to their soul and their sanity, rose from sphere to sphere to sphere until they finally faced God himself in all His splendor while others changed into animals and back into humans again. At all times man approached his surroundings with wide open senses and a fertile intelligence, at all times he made incredible discoveries, at all times we can learn from his ideas.
Pg. 306-307
Against Method (1975)

“Logic is the most useful tool of all the arts. Without it no science can be fully known.”

William of Ockham book Sum of Logic

Summa Logicae (c. 1323), Prefatory Letter, as translated by Paul Vincent Spade (1995) http://www.pvspade.com/Logic/docs/ockham.pdf
Context: Logic is the most useful tool of all the arts. Without it no science can be fully known. It is not worn out by repeated use, after the manner of material tools, but rather admits of continual growth through the diligent exercise of any other science. For just as a mechanic who lacks a complete knowledge of his tool gains a fuller [knowledge] by using it, so one who is educated in the firm principles of logic, while he painstakingly devotes his labor to the other sciences, acquires at the same time a greater skill at this art.

“Kuhn acknowledges having used the term "paradigm" in two different meanings. In the first one, "paradigm" designates what the members of a certain scientific community have in common, that is to say, the whole of techniques, patents and values shared by the members of the community. In the second sense, the paradigm is a single element of a whole, say for instance Newton’s Principia, which, acting as a common model or an example… stands for the explicit rules and thus defines a coherent tradition of investigation. Thus the question is for Kuhn to investigate by means of the paradigm what makes possible the constitution of what he calls "normal science". That is to say, the science which can decide if a certain problem will be considered scientific or not. Normal science does not mean at all a science guided by a coherent system of rules, on the contrary, the rules can be derived from the paradigms, but the paradigms can guide the investigation also in the absence of rules. This is precisely the second meaning of the term "paradigm", which Kuhn considered the most new and profound, though it is in truth the oldest.”

Giorgio Agamben (1942) Italian philosopher

“Philosophers of science have repeatedly demonstrated that more than one theoretical construction can always be placed upon a given collection of data. History of science indicates that, particularly in the early developmental stages of a new paradigm, it is not even very difficult to invent such alternates. But that invention of alternates is just what scientists seldom undertake except during the pre-paradigm stage of their science’s development and at very special occasions during its subsequent evolution. So long as the tools a paradigm supplies continue to prove capable of solving the problems it defines, science moves fastest and penetrates most deeply through confident employment of those tools. The reason is clear. As in manufacture so in science—retooling is an extravagance to be reserved for the occasion that demands it. The significance of crises is the indication they provide that an occasion for retooling has arrived.”

Thomas Kuhn book The Structure of Scientific Revolutions

Source: The Structure of Scientific Revolutions (1962), VII. Crisis and the Emergence of Scientific Theories, p. 76 (2012 ed.)

“The evil effect of science upon men is principally this, that by far the greatest number of those who wish to display a knowledge of it accomplish no improvement at all of the understanding, but only a perversity of it, not to mention that it serves most of them as a tool of vanity.”

Immanuel Kant (1724–1804) German philosopher

Part III : Selection on Education from Kant's other Writings, Ch. I Pedagogical Fragments, # 52
The Educational Theory of Immanuel Kant (1904)

“Science has always been in conflict with narratives. Judged by the yeardstick of science, the majority of them prove to be fables. But to the extend that science does not restrict itself to starting useful regularities and seeks truth, it is obliged to legitimate the rules of its own game.”

Jean-François Lyotard (1924–1998) French philosopher

The Postmodern Condition: A Report on Knowledge (1977) XXII

“If it were customary to send daughters to school like sons, and if they were then taught the natural sciences, they would learn as thoroughly and understand the subtleties of all the arts and sciences as well as sons.”

Christine de Pizan book The Book of the City of Ladies

Si la coustume estoit de mettre les petites filles a l'escole, et que communement on les fist apprendre les sciences comme on fait aux filz, qu'elles apprendroient aussi parfaitement et entenderoient les subtilités de toutes les arz et sciences comme ils font.
Part I, ch. 27, p. 63.
Le Livre de la Cité des Dames (c. 1405)
Source: The Book of the City of Ladies

“Science is a most useful thing for us all. It is one of the most useful ornaments of man. There is no dress which embellishes the body more than science does the mind.”

Laurent Clerc (1785–1869) French-American deaf educator

Statement of 1864, quoted in Pamphlets on the Deaf, Dumb & Blind http://books.google.com/books?id=FLcMAQAAIAAJ&q=%22There+is+no+dress+which+embellishes+the+body+more+than+science+does+the+mind%22&dq=%22There+is+no+dress+which+embellishes+the+body+more+than+science+does+the+mind%22&hl=en&sa=X&ei=UlFgVOWoJY-uyATH1YDACQ&ved=0CB8Q6AEwAA

“Logic is not only an exact science, but is the most simple and elementary of all sciences; it ought therefore undoubtedly to find some place in every course of education.”

William Stanley Jevons (1835–1882) English economist and logician

Preface.
Elementary Lessons on Logic (1870)

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