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Quotes about analysis
A collection of quotes on the topic of analysis, use, other, problem.
Quotes about analysis

Variants:
Science cannot solve the ultimate mystery of nature. And that is because, in the last analysis, we ourselves are a part of the mystery that we are trying to solve.
Science cannot solve the ultimate mystery of nature, for in the final analysis we ourselves are part of the mystery we are trying to solve.
Source: Where is Science Going? (1932)

Sur un nouveau genre de calcul, 1826.

Werner Heisenberg as quoted in Quirks of the Quantum Mind, p. 175, ICRL Press, ISBN 1936033062

Source: Now and Then: A Memoir of Vocation (1983)

Source: Imperialism, the Highest Stage of Capitalism: Full Text of 1916 Edition

"The English People" (written Spring 1944, published 1947)<sup> http://alexpeak.com/twr/orwell/quotes/</sup>

Scientific Study of So-Called Psychical Processes in the Higher Animals.
Hartshorne (1955) "The functional approach in political geography". In Annals of the Association of American Geographers, p. 181

André-Marie Ampère in: André-Marie Ampère: Enlightenment and Electrodynamics http://books.google.co.in/books?id=QWZKQWB-sbQC&pg=PA158, Cambridge University Press, 1996, p. 158.

“Cultures are, in the final analysis, value-guided systems.”
Source: The systems view of the world (1996), p. 75.

1964 Memorial Edition, p. 265 http://www.jfklibrary.org/Research/Research-Aids/Ready-Reference/JFK-Quotations/Profiles-in-Courage-quotations.aspx
Pre-1960, Profiles in Courage (1956)

Zadeh (1972) "Fuzzy languages and their relation to human intelligence". in: Proceedings of the International Conference Man and Computer, Bordeaux, France. Basel: S. Karger, pp. 130-165. cited in Gaines (1976) "Foundations of fuzzy reasoning" in: International Journal of Man-Machine Studies 8(6), p. 624
1970s
Source: "From Enlightenment to Revolution" (1975), p. 260
Context: But it is useless to subject this hash of uncritical language to critical questioning. We can make no sense of these sentences of Engels unless we consider them as symptoms of a spiritual disease. As a disease, however, they make excellent sense for, with great intensity, they display the symptoms of logophobia, now quite outspokenly as a desperate fear and hatred of philosophy. We even find named the specific object of fear and hatred: it is "the total context of things and of knowledge of things." Engels, like Marx, is afraid that the recognition of critical conceptual analysis might lead to the recognition of a "total context," of an order of being and perhaps even of cosmic order, to which their particular existences would be subordinate. If we may use the language of Marx: a total context must not exist as an autonomous subject of which Marx and Engels are insignificant predicates; if it exists at all, it must exist only as a predicate of the autonomous subjects Marx and Engels. Our analysis has carried us closer to the deeper stratum of theory that we are analysing at present, the meaning of logophobia now comes more clearly into view. It is not the fear of a particular critical concept, like Hegel's Idea, it is rather the fear of critical analysis in general. Submission to critical argument at any point might lead to the recognition of an order of the logos, of a constitution of being, and the recognition of such an order might reveal the revolutionary idea of Marx, the idea of establishing a realm of freedom and of changing the nature of man through revolution, as the blasphemous and futile nonsense which it is.

Source: 1840s, The Mathematical Analysis of Logic, 1847, p. iii
Context: That to the existing forms of Analysis a quantitative interpretation is assigned, is the result of the circumstances by which those forms were determined, and is not to be construed into a universal condition of Analysis. It is upon the foundation of this general principle, that I purpose to establish the Calculus of Logic, and that I claim for it a place among the acknowledged forms of Mathematical Analysis, regardless that in its object and in its instruments it must at present stand alone.

“It requires a very unusual mind to undertake the analysis of the obvious.”
Preface (p. 4)
1920s, Science and the Modern World (1925)

Herzog on Herzog (2002)

Source: 1910s, Introduction to Mathematical Philosophy (1919), Ch. 16: Descriptions

Letter to Saint-Venant (1845) as quoted by Michael J. Crowe, A History of Vector Analysis: The Evolution of the Idea of a Vectorial System (1967)

Bk. 3, chap. 4; as cited in: Moritz (1914, 240)
System of positive polity (1852)

In [Jain, Manju, Narratives of Indian Cinema, http://books.google.com/books?id=ORE9TDOoU1IC&pg=PA22, 2009, Primus Books, 978-81-908918-4-4, 22]
Quote

Letter to Christoffer Hansteen (1826) as quoted by Øystein Ore, Niels Henrik Abel: Mathematician Extraordinary (1957) & in part by Morris Kline, Mathematical Thought from Ancient to Modern Times (1972) citing Œuvres, 2, 263-65

Source: 1930s-1950s, "The Nature of the Firm" (1937), p. 404

1960s-1980s, "The Firm, the Market, and the Law" (1988)

Concerning a World Chess Championship match, as quoted by William Ewart Napier in "The Bright Side of Chess" (1952) by Irving Chernev, p. 114

the "ideas of analysis" to which he returned, are those quoted above.
Ausdehnungslehre (1844)

Variant: Every philosophical problem, when it is subjected to the necessary analysis and purification, is found either to be not really philosophical at all, or else to be, in the sense in which we are using the word, logical.
Source: 1910s, Our Knowledge of the External World (1914), p. 33

Source: Propaganda & The Ethics Of Persuasion (2002), Chapter Eight, Propaganda, Democracy, And the Internet, p. 305

Discussion to ‘Statistics in agricultural research’ by J.Wishart, Journal of the Royal Statistical Society, Supplement, 1, 26-61, 1934.
1930s

“Science is spectral analysis. Art is light synthesis.”
Half-Truths and One-And-A-Half Truths (1976)

1910s, The Progressives, Past and Present (1910)

“The sole remaining task for philosophy is the analysis of language.”
Though this has been quoted extensively as if it were a statement of Wittgenstein, it was apparently first published in A Brief History of Time (1988) by Stephen Hawking, p. 175, where it is presented in quotation marks and thus easily interpreted to be a quotation, but could conceivably be Hawking paraphrasing or giving his own particular summation of Wittgenstein's ideas, as there seem to be no published sources of such a statement prior to this one. The full remark by Hawking reads:
: Philosophers reduced the scope of their inquiries so much that Wittgenstein, the most famous philosopher of this century, said, “The sole remaining task for philosophy is the analysis of language.” What a comedown from the great tradition of philosophy from Aristotle to Kant!
Disputed

Query 31
Opticks (1704)

Source: 1910s, Introduction to Mathematical Philosophy (1919), Ch. 16: Descriptions

1910s, The Philosophy of Logical Atomism (1918)

1910s, The Philosophy of Logical Atomism (1918)

1900s, A Square Deal (1903)

“Mathematical Analysis is… the true rational basis of the whole system of our positive knowledge.”
Bk. 1, chap. 1; as cited in: Robert Edouard Moritz. Memorabilia mathematica; or, The philomath's quotation-book https://archive.org/stream/memorabiliamathe00moriiala#page/81/mode/2up, (1914), p. 224
System of positive polity (1852)

André-Marie Ampè, in André-Marie Ampère: Enlightenment and Electrodynamics http://books.google.co.in/books?id=QWZKQWB-sbQC&pg=PA159, Cambridge University Press, 1996, p. 159

“For in the last analysis it is human consciousness which is the subject matter of history.”
The Historian's Craft, pg.151

The causes of human variability. Eugenics Review 10, 213-220, 1918.
1910s–1920s

Source: Structure of American economy, 1919-1929, 1941, p. 33, as cited in: Drejer, Ina. " The Role of Technological Linkages in a Leontief Scheme-From Static Structures to Endogenous Evolution of Technical Coefficients http://www.druid.dk/uploads/tx_picturedb/dw1999-340.pdf." Preparado para: DRUID Winter Conference, Holte (enero 1999). 1998.

Source: In artem analyticem Isagoge (1591), Ch. 1 as quoted by Jacob Klein, Greek Mathematical Thought and the Origin of Algebra (1934-1936) Appendix.
Breaking Down the Wall of Silence (Abbruch der Schweigemauer) (1990)

“The analysis of character is the highest human entertainment.”
The New York Times (26 November 1978)

1963, Remarks Prepared for Delivery at the Trade Mart in Dallas
Context: Our security and strength, in the last analysis, directly depend on the security and strength of others, and that is why our military and economic assistance plays such a key role in enabling those who live on the periphery of the Communist world to maintain their independence of choice. Our assistance to these nations can be painful, risky and costly, as is true in Southeast Asia today. But we dare not weary of the task. For our assistance makes possible the stationing of 3-5 million allied troops along the Communist frontier at one-tenth the cost of maintaining a comparable number of American soldiers.

Source: 1970s, Outline of a new approach to the analysis of complex systems and decision processes (1973), p. 28

Letter to James F. Morton (10 February 1923), published in Selected Letters Vol. I (1965), p. 208
Non-Fiction, Letters, to James Ferdinand Morton, Jr.

The Mathematical Papers of Isaac Newton (edited by Whiteside), Volume 7; Volumes 1691-1695 / pg. 261. http://books.google.com.br/books?id=YDEP1XgmknEC&printsec=frontcover
Geometriae (Treatise on Geometry)

Other

Sec. 357
The Gay Science (1882)

Source: Psychology and Industrial Efficiency (1913), p. 133

British Agricultural Bulletin 4, 217–218, 1951.
1950s

Foreword to Excellence in Education (2003) http://www.agakhanacademies.org/general/vision<!-- Aga Khan Academy, Mombasa brochure p. 3 http://www.akdn.org/publications/case_study_academies_mombasa.pdf, also quoted at The Aga Khan Academies http://www.agakhanacademies.org/mombasa/student-projects -->
Context: What students know is no longer the most important measure of an education. The true test is the ability of students and graduates to engage with what they do not know, and to work out a solution. They must also be able to reach conclusions that constitute the basis for informed judgements. The ability to make judgements that are grounded in solid information, and employ careful analysis, should be one of the most important goals for any educational endeavor. As students develop this capability, they can begin to grapple with the most important and difficult step: to learn to place such judgements in an ethical framework. For all these reasons, there is no better investment that individuals, parents and the nation can make than an investment in education of the highest possible quality. Such investments are reflected, and endure, in the formation of the kind of social conscience that our world so desperately needs.

“Analysis can be a very unappetizing affair, as much so as death.”
Source: The Magic Mountain (1924), Ch. 5
Context: Analysis as an instrument of enlightenment and civilization is good, in so far as it shatters absurd convictions, acts as a solvent upon natural prejudices, and undermines authority; good, in other words, in that it sets free, refines, humanizes, makes slaves ripe for freedom. But it is bad, very bad, in so far as it stands in the way of action, cannot shape the vital forces, maims life at its roots. Analysis can be a very unappetizing affair, as much so as death.

Pg 44&45
Against Method (1975)
Context: [continued conjecture on empiricism] At this point an "empirical" theory of the kind described becomes almost indistinguishable from a second-rate myth. In order to realize this, we need only consider a myth such as the myth of witchcraft and of demonic possession that was developed by the Roman Catholic theologians and that dominated 15th-, 16th- and 17th-century thought on the European continent. This myth is a complex explanatory system that contains numerous auxiliary hypotheses designed to cover special cases, so it easily achieves a high degree of confirmation on the basis of observation. It has been taught for a long time; its content is enforced by fear, prejudice, and ignorance, as well as by a jealous and cruel priesthood. Its ideas penetrate the most common idiom, infect all modes of thinking and many decisions which mean a great deal in human life. It provides models for the explanation of a conceivable event - Conceivable, that is, for those who have accepted it. This being the case, its key terms will be fixed in an unambiguous manner and the idea (which may have led to such a procedure in the first place) that they are copies of unchanging entities and that change of meaning, if it should happen, is due to human mistake - This idea will now be very plausible. Such plausibility reinforces all the manoeuvres which are used for the preservation of the myth (elimination of opponents included). The Conceptual apparatus of the theory and the emotions connected with its application, having penetrated all means of communication, all actions, and indeed the whole life of the community, now guarantees the success of methods such as transcendental deduction, analysis of usage, phenomenological analysis - which are means for further solidifying the myth... At the same time it is evident that all contact with the world is lost and the stability achieved, the semblance of absolute truth is nothing but absolute conformism. For how can we possibly test, or improve upon the truth of a theory if it is built in such a manner then any conceivable event can be described, and explained, in terms of its principles? The only way of investigating such all-embracing principles would be to compare them with a different set of equally all embracing principles- but this procedure has been excluded from the very beginning.

Remarks by the President on the Iran Nuclear Deal at American University in Washington, D.C. (August 05, 2015) https://www.whitehouse.gov/the-press-office/2015/08/05/remarks-president-iran-nuclear-deal
2015
Context: But how can we in good conscience justify war before we’ve tested a diplomatic agreement that achieves our objectives; that has been agreed to by Iran; that is supported by the rest of the world; and that preserves our options if the deal falls short? How could we justify that to our troops? How could we justify that to the world or to future generations? In the end, that should be a lesson that we’ve learned from over a decade of war. On the front end, ask tough questions. Subject our own assumptions to evidence and analysis. Resist the conventional wisdom and the drumbeat of war. Worry less about being labeled weak; worry more about getting it right.

1900s, The Strenuous Life: Essays and Addresses (1900), The Strenuous Life
Context: A mere life of ease is not in the end a very satisfactory life, and, above all, it is a life which ultimately unfits those who follow it for serious work in the world. In the last analysis a healthy state can exist only when the men and women who make it up lead clean, vigorous, healthy lives; when the children are so trained that they shall endeavor, not to shirk difficulties, but to overcome them; not to seek ease, but to know how to wrest triumph from toil and risk.

The Mike Wallace Interview (1958)
Context: The more complex the world situation becomes, the more scientific and rational analysis you have to have, the less you can do with simple good will and sentiment. Nonetheless, the human situation is so, and this is why I think that the Christian faith is right as against simple forms of secularism. That it believes that there is in man a radical freedom, and this freedom is creative but it is also destructive — and there's nothing that prevents this from being both creative and destructive. That's why history is not an answer to our problem, because history complicates, enlarges every problem of human existence.

Remarks after the Solvay Conference (1927)
Context: In mathematics we can take our inner distance from the content of our statements. In the final analysis mathematics is a mental game that we can play or not play as we choose. Religion, on the other hand, deals with ourselves, with our life and death; its promises are meant to govern our actions and thus, at least indirectly, our very existence. We cannot just look at them impassively from the outside. Moreover, our attitude to religious questions cannot be separated from our attitude to society. Even if religion arose as the spiritual structure of a particular human society, it is arguable whether it has remained the strongest social molding force through history, or whether society, once formed, develops new spiritual structures and adapts them to its particular level of knowledge. Nowadays, the individual seems to be able to choose the spiritual framework of his thoughts and actions quite freely, and this freedom reflects the fact that the boundaries between the various cultures and societies are beginning to become more fluid. But even when an individual tries to attain the greatest possible degree of independence, he will still be swayed by the existing spiritual structures — consciously or unconsciously. For he, too, must be able to speak of life and death and the human condition to other members of the society in which he's chosen to live; he must educate his children according to the norms of that society, fit into its life. Epistemological sophistries cannot possibly help him attain these ends. Here, too, the relationship between critical thought about the spiritual content of a given religion and action based on the deliberate acceptance of that content is complementary. And such acceptance, if consciously arrived at, fills the individual with strength of purpose, helps him to overcome doubts and, if he has to suffer, provides him with the kind of solace that only a sense of being sheltered under an all-embracing roof can grant. In that sense, religion helps to make social life more harmonious; its most important task is to remind us, in the language of pictures and parables, of the wider framework within which our life is set.

Of the Network of Signifiers
The Four Fundamental Concepts of Psycho Analysis (1978)
Context: It is on this step that depends the fact that one can call upon the subject to re-enter himself in the unconscious—for, after all, it is important to know who one is calling. It is not the soul, either mortal or immortal, which has been with us for so long, nor some shade, some double, some phantom, nor even some supposed psycho-spherical shell, the locus of the defences and other such simplified notions. It is the subject who is called— there is only he, therefore, who can be chosen. There may be, as in the parable, many called and few chosen, but there will certainly not be any others except those who are called. In order to understand the Freudian concepts, one must set out on the basis that it is the subject who is called—the subject of Cartesian origin. This basis gives its true function to what, in analysis, is called recollection or remembering. Recollection is not Platonic reminiscence —it is not the return of a form, an imprint, a eidos of beauty and good, a supreme truth, coming to us from the beyond. It is something that comes to us from the structural necessities, something humble, born at the level of the lowest encounters and of all the talking crowd that precedes us, at the level of the structure of the signifier, of the languages spoken in a stuttering, stumbling way, but which cannot elude constraints whose echoes, model, style can be found, curiously enough, in contemporary mathematics.

Remarks by the President on the Iran Nuclear Deal at American University in Washington, D.C. (August 05, 2015) https://www.whitehouse.gov/the-press-office/2015/08/05/remarks-president-iran-nuclear-deal
2015

Autobiography (1936; 1949; 1958)

Source: 1910s, Our Knowledge of the External World (1914), p. 21

The Economics of Success (D. van Nostrand & Co., 1963), p. 281

Letter to Jennie K. Plaiser (8 July 1936), quoted in "H.P. Lovecraft, a Life" by S.T. Joshi, p. 564
Non-Fiction, Letters
2002

all Jews become mawkish when they moralize
Sec. 357
The Gay Science (1882)

1963, American University speech
Variant: For in the final analysis, our most basic common link, is that we all inhabit this small planet, we all breathe the same air, we all cherish our children's futures, and we are all mortal.
Source: Profiles in Courage
Context: In short, both the United States and its allies, and the Soviet Union and its allies, have a mutually deep interest in a just and genuine peace and in halting the arms race. Agreements to this end are in the interests of the Soviet Union as well as ours — and even the most hostile nations can be relied upon to accept and keep those treaty obligations, and only those treaty obligations, which are in their own interest. So, let us not be blind to our differences — but let us also direct attention to our common interests and to the means by which those differences can be resolved. And if we cannot end now our differences, at least we can help make the world safe for diversity. For, in the final analysis, our most basic common link is that we all inhabit this small planet. We all breathe the same air. We all cherish our children's future. And we are all mortal.

“There can be as much value in the blink of an eye as in months of rational analysis.”
Source: Blink: The Power of Thinking Without Thinking