World Design Science Decade 1965-1975 Phase I (1965), Document 3 : Comprehensive Thinking, "Venus Proximity Day", p. 33 http://challenge.bfi.org/sites/challenge.bfi.org/files/pdf_files/wdsd_phase1_doc3.pdf
1960s
Context: One of my working assumptions which has been proven successful so often as seemingly to qualify it as a reliable tenet is that A problem adequately stated is a problem solved theoretically and immediately, and therefore subsequently to be solved, realistically. Others have probably stated the principle in many ways. The assumption is that the inevitability of a solution's realization is inherent in the interaction of human intellect and the constantly transformative evolution of physical universe. At first the, only subconsciously apprehended, approaching confluences of complex events make themselves known intuitively within the intellectual weather. Then comes a gradually awakening consciousness of the presence of new families of differentiating-out challenging concepts of every day prominence. It is with these randomly patterning families of separate concepts that evolution is about to deal integratively. As a now specific unitary problem it may be disposed of effectively when and if that unified problem becomes "adequately stated" and thereby comprehensibly solvable.
“It is not realistic or hardheaded to solve problems and take action unguided by ultimate moral aims and values”
Day of Affirmation Address (1966)
Context: The second danger is that of expediency: of those who say that hopes and beliefs must bend before immediate necessities. Of course, if we must act effectively we must deal with the world as it is. We must get things done. But if there was one thing that President Kennedy stood for that touched the most profound feeling of young people around the world, it was the belief that idealism, high aspirations, and deep convictions are not incompatible with the most practical and efficient of programs — that there is no basic inconsistency between ideals and realistic possibilities, no separation between the deepest desires of heart and of mind and the rational application of human effort to human problems. It is not realistic or hardheaded to solve problems and take action unguided by ultimate moral aims and values, although we all know some who claim that it is so. In my judgment, it is thoughtless folly. For it ignores the realities of human faith and of passion and of belief — forces ultimately more powerful than all of the calculations of our economists or of our generals. Of course to adhere to standards, to idealism, to vision in the face of immediate dangers takes great courage and takes self-confidence. But we also know that only those who dare to fail greatly, can ever achieve greatly.
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Robert F. Kennedy 72
American politician and brother of John F. Kennedy 1925–1968Related quotes
“All writing is ultimately a question of solving a problem.”
Source: On Writing Well (Fifth Edition, orig. pub. 1976), Chapter 8, Unity, p. 49.
Source: Mankind at the Turning Point, (1974), p. 88, quoted in: Martin Bridgstock, David Burch, John Forge, John Laurent, Ian Lowe (1998) Science, Technology and Society: An Introduction. Cambridge University Press. pp. 245-246
http://mikebloomberg.com/en/issues/public_health/mayor_bloomberg_delivers_opening_address_at_ceasefire_bridging_the_political_divide_conference
Partisanship
“Life is a journey to be experienced, not a problem to be solved, take a deep breath.”
Source: https://quotepark.com/quotes/2101720-kimsa-sok-life-is-a-journey-to-be-experienced-not-a-problem/
Source: The Limits of Evolution, and Other Essays, Illustrating the Metaphysical Theory of Personal Ideaalism (1905), The Right Relation of Reason to Religion, p.251
“The human race believes in not taking its problems seriously enough to solve them.”
The Decline and Fall of Science (1976)
Weggefährten - Erinnerungen und Reflexionen, Siedler-Verlag Berlin 1996, S. 54, ISBN 9783442755158, ISBN 978-3442755158
“We need to aim high, but we also need to be realistic”
2000s, 2001, Radio Address to the Nation (January 2001)
Context: These are the elements of the plan I am proposing. Real reform starts by giving schools and school districts more authority and flexibility. We cannot expect schools to change unless they have the freedom to change. My plan respects the principle of local control. It does not try to run the schools from a central office in Washington. I view principals, teachers and parents as allies in reform. They are ready to raise the standards, ready to take responsibility and answer for results. Those results must be measured by testing every child every year, in tests developed and administered by states and local districts, not the federal government. Without yearly testing, we do not know who is falling behind and who needs our help. Without yearly testing, too often we don't find failure until it is too late. Testing allows us to help children early, before frustration turns into apathy. We need to aim high, but we also need to be realistic. Many schools, particularly those in poor neighborhoods, will need help to meet high standards. And they will have it, including a new $5 billion initiative over five years for reading instruction. The goal is to improve our public schools. We want them to succeed, and when they're willing to change, we'll give them the tools to do so.