“Aristotle …who summarized the theories of earlier thinkers, developed the view that all substances were made of a primary matter… On this, different forms could be impressed… so the idea of the transmutation of the elements arose. Aristotle's elements are really fundamental properties of matter”

— J. R. Partington

A Short History of Chemistry (1937)
Context: The first clear expression of the idea of an element occurs in the teachings of the Greek philosophers.... Aristotle... who summarized the theories of earlier thinkers, developed the view that all substances were made of a primary matter... On this, different forms could be impressed... so the idea of the transmutation of the elements arose. Aristotle's elements are really fundamental properties of matter... hotness, coldness, moistness, and dryness. By combining these in pairs, he obtained what are called the four elements, fire, air, earth and water... a fifth, immaterial, one was added, which appears in later writings as the quintessence. This corresponds with the ether. The elements were supposed to settle out naturally into the earth (below), water (the oceans), air (the atmosphere), fire and ether (the sky and heavenly bodies).

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J. R. Partington 38

British chemist 1886–1965

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“1. Small particles called atoms exist and compose all matter; 2. They are indivisible and indestructible; 3. Atoms of the same chemical element have the same chemical properties and do not transmute or change into different elements.”

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A New System of Chemical Philosophy, Part I http://books.google.com/books?id=Wp7QAAAAMAAJ (1808) as quoted by Richard Reeves, A Force of Nature The Frontier Genius of Ernest Rutherford (2008)

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Paul Bernays, Platonism in mathematics http://sites.google.com/site/ancientaroma2/book_platonism.pdf (1935)

“The idealistic tinge in my conception of the physical world arose out of mathematical researches on the relativity theory. In so far as I had any earlier philosophical views, they were of an entirely different complexion.”

Arthur Stanley Eddington (1882–1944) British astrophysicist

The Nature of the Physical World (1928)
Context: The idealistic tinge in my conception of the physical world arose out of mathematical researches on the relativity theory. In so far as I had any earlier philosophical views, they were of an entirely different complexion.
From the beginning I have been doubtful whether it was desirable for a scientist to venture so far into extra-scientific territory. The primary justification for such an expedition is that it may afford a better view of his own scientific domain.

Preface http://www-groups.dcs.st-and.ac.uk/~history/Extras/Eddington_Gifford.html

“Under Aristotle the "Reader," whose knowledge of Trojan aretê seems conspicuously absent, forms and substances dominate all. The Good is a relatively minor branch of knowledge called ethics; reason, logic, knowledge are his primary concerns. Aretê is dead and science, logic and the University as we know it today have been given their founding charter: to find and invent an endless proliferation of forms about the substantive elements of the world and call these forms knowledge, and transmit these forms to future generations. As "the system."”

Robert M. Pirsig book Zen and the Art of Motorcycle Maintenance

Source: Zen and the Art of Motorcycle Maintenance (1974), Ch. 29

“This is the kingdom of the chemical elements, the substances from which everything tangible is made. It is not an extensive country, for it consists of only a hundred or so regions (as we shall often term the elements), yet it accounts for everything material in our actual world. From the hundred elements that are at the center of our story, all planets, rocks, vegetation, and animals are made. These elements are the basis of the air, the oceans, and the Earth itself. We stand on the elements, we eat the elements, we are the elements. Because our brains are made up of elements, even our opinions are, in a sense, properties of the elements and hence inhabitants of the kingdom.”

Peter Atkins (1940) British chemist

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“The good thing is that all the symbolic elements are gone, and that which really matters – the core – is left.”

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“Boyle entertains the hypothesis of a universal matter, the concept of atoms of different shapes and sizes, and the possibility of existence of substances that might properly be called elements… The atomic theory as originally conceived by Democritus and Epicurus, developed by Lucretius, and resurrected by Gassendi from about 1647 on, was doubtless the source from which Boyle derived his ideas, …as he cites both Epicurus and Gassendi. Boyle, however… avoids any dogmatic assertion of these hypotheses. It is plain, however, that these atoms or "corpuscles" as he calls them are a constant element of his thought.”

John Maxson Stillman (1852–1923) American chemist

John Maxson Stillman, The Story of Alchemy and Early Chemistry (1924)

“Life, liberty, and the pursuit of property were just what Aristotle did not talk about. They are the conditions of happiness; but the essence of happiness, according to Aristotle, is virtue. So the moderns decided to deal with the conditions and to let happiness take care of itself.”

Allan Bloom (1930–1992) American philosopher, classicist, and academician

“Commerce and Culture,” p. 284.
Giants and Dwarfs (1990)

“By the time of Comte, scientists unanimously rejected the idea that there was any essential difference between celestial and terrestrial matter, but they still had no empirical evidence to support their view any more than had Aristotle to support his, and to the positivist philosopher it seemed that none could ever be obtained. …The possibility of a solution to this problem appeared shortly after Comte's pronouncement with the rise of the science of astronomical spectroscopy…”

Gerald James Whitrow (1912–2000) British mathematician

"Why the Sun Shines" (18 July 1957)

“To summarize the matter, teaching systems ought to be conversational in form and so devised that strategies are matched to individual competence.”

Gordon Pask (1928–1996) British psychologist

Pask (1975) The cybernetics of Human Learning and Performance. p. 222 as cited in: Andrew Ravenscroft (2003) "From conditioning to learning communities: implications of fifty years research in E-learning design".

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J. R. Partington 38

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