“The generally accepted interpretation of Jagadish Chandra’s scientific activities is that he had essentially the biologist’s conception of Nature; lack of opportunities for biological studies while as a student in Calcutta and later lack of any teaching post in biology, induced Jagadish Chandra to take up the post of teacher in physics.”

— Jagadish Chandra Bose

By D.M. Bose
Acharya Jagadish Chandra Bose in Vijayaprasara

Adopted from Wikiquote. Last update Sept. 14, 2021. History

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Jagadish Chandra Bose 17

Bengali polymath, physicist, biologist, botanist and archae… 1858–1937

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“To bringing about the scientific renaissance (In India) Sir Jagadish had influentially contributed. Indians are justly proud of the possession of a few men who have gained world-wide reputation in their particular fields of activity, and this pride reacts strongly on public opinion. At the Research Institute a group Indian post-graduate students devote their lives to research. The published Transactions of the Institute show that under the leadership of this eminent Bengali, Indian research is making substantial contribution to scientific knowledge, that in this field there is no fundamental difference between the Western and the Eastern mind, as was assumed when Sir Jagadish began his work.”

Jagadish Chandra Bose (1858–1937) Bengali polymath, physicist, biologist, botanist and archaeologist

By Times after the inauguration of the his research institute on 23rd November 1917.
Acharya Jagadish Chandra Bose in Vijayaprasara

“He that could teach mathematics well, would not be a bad teacher in any of the rest [physics, chemistry, biology, psychology] unless by the accident of total inaptitude for experimental illustration; while the mere experimentalist is likely to fall into the error of missing the essential condition of science as reasoned truth; not to speak of the danger of making the instruction an affair of sensation, glitter, or pyrotechnic show.”

Alexander Bain (1818–1903) Scottish philosopher and educationalist

Source: Education as a Science, 1898, p. 298.

“Dialogue never ends not for lack of time or opportunity but for essential reasons.”

David Wood (1946) British philosopher, born 1946

Source: Philosophy At The Limit (1990), Chapter 7, Vigilance and Interruption, p. 121

“If you ask most teachers of science what their main goal is, they will probably say: for my students to understand the basic concepts of physics, chemistry, biology, or whatever other field is being studied. The critical words here are ‘understand’ and ‘concept’, and both of these terms assume a fundamentally psychological approach to learning… If we see the goals of science education in terms of what students will be able to do, and how they will be able to make sense of the world, rather than in terms of our speculations about what may be going on in their brains, then we need to see scientific learning as the acquisition of cultural tools and practices, as learning to participate in very specific and often specialized forms of human activity”

Jay Lemke (1946) American academic

Jay L. Lemke, " Teaching all the languages of science: Words, symbols, images, and actions http://academic.brooklyn.cuny.edu/education/jlemke/papers/barcelon.htm." Conference on Science Education in Barcelona. 1998.

“Feynman was not a theorist's theorist, but a physicist's physicist and a teacher's teacher. Feynman's theoretical concepts opened up research opportunities for experimenters, and his approach to physics dignified the role played by their work.”

Valentine Telegdi (1922–2006) American physicist

[Physics Today, A Lowbrow's View of Feynman, 42, 2, 1989, 10.1063/1.881197] (p. 85)

“But the same argument cannot hold for a post-Rigvedic movement from the northwest into the rest of India: it is clear that a full-fledged literary tradition had certainly started with the Rigveda at least; and any post-Rigvedic movements should be reflected in the later texts.”

Shrikant Talageri (1958) Indian author

The Rigveda: A Historical Analysis (2000), Chapter 8 : Misinterpretations of Rigvedic History

“Older people are most beautiful when they have what is lacking in the young: poise, erudition, wisdom, phronesis, and this post-heroic absence of agitation.”

Nassim Nicholas Taleb book The Bed of Procrustes: Philosophical and Practical Aphorisms

Source: The Bed of Procrustes: Philosophical and Practical Aphorisms (2010), p. 24

“The lack of power to take joy in outdoor nature is as real a misfortune as the lack of power to take joy in books”

Theodore Roosevelt (1858–1919) American politician, 26th president of the United States

“Physics is an organized body of knowledge about nature, and a student of it says that he is learning physics, not nature. Art, like nature, has to be distinguished from the systematic study of it, which is criticism.”

Northrop Frye (1912–1991) Canadian literary critic and literary theorist

"Quotes", Anatomy of Criticism: Four Essays (1957), Polemical Introduction

“Biology is the scientific study of life - in principle, anyway. In practice, biology is the scientific study of life on Earth based on carbon-chain chemistry. There is nothing in its charter that restricts biology to carbon-based life; it is simply that this is the only kind of life that has been available to study. Thus, theoretical biology has long faced the fundamental obstacle that it is impossible to derive general principles from single examples… Without other examples, it is difficult to distinguish essential properties of life - properties that would be shared by any living system - from properties that may be incidental to life in principle, but which happen to be universal to life on Earth due solely to a combination of local historical accident and common genetic descent.”

Christopher Langton (1949) American computer scientist

Source: Artificial Life (1989), p.2

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