A Quote by Edward Thorndike

Just as the science and art of agriculture depend upon chemistry and botany, so the art of education depends upon physiology and psychology. — © Edward Thorndike
Just as the science and art of agriculture depend upon chemistry and botany, so the art of education depends upon physiology and psychology.
Model building is the art of selecting those aspects of a process that are relevant to the question being asked. As with any art, this selection is guided by taste, elegance, and metaphor; it is a matter of induction, rather than deduction. High science depends on this art.
As all Art depends on Vision, so the different kinds of Art depend on the different ways in which minds look at things.
I think TV promulgates the idea that good art is just art which makes people like and depend on the vehicle that brings them the art.
Statistics is the most important science in the whole world: for upon it depends the practical application of every other science and of every art: the one science essential to all political and social administration, all education, all organization based on experience, for it only gives results of our experience.
We have lost the art of living, and in the most important science of all, the science of daily life, the science of behavior, we are complete ignoramuses. We have psychology instead.
There are two avenues from the little passions and the drear calamities of earth; both lead to the heaven and away from hell-Art and Science. But art is more godlike than science; science discovers, art creates.
Surely to root politics out of art is a highly necessary undertaking: for the freedom of art, like that of science, depends entirely upon its objectivity and non-practical, non-partisan passion.
Art that means anything in the life of a community must bear some relation to current interpretations of the mystery of the universe. Our rigid separation of the humanities and the sciences has temporarily left our art stranded or stammering and incoherent. Both art and science ought to be blended in our early education of our children's emotions and powers of observation, and that harmony carried forward in later education.
In the '70s and '80s there was an attempt in K-12 to teach science through art or art through science. The challenge today is how do you build the ethos of art and design into the academy of science.
As the art of reading (after a certain stage in one's education) isthe art of skipping, so the art of being wise is the art of knowing what to overlook.
The method of science depends on our attempts to describe the world with simple theories: theories that are complex may become untestable, even if they happen to be true. Science may be described as the art of systematic over-simplification-the art of discerning what we may with advantage omit.
No refining of one's taste in matters of art or literature, no sharpening of one's powers of insight in matters of science or psychology, can ever take the place of one's sensitiveness to the life of the earth. This is the beginning and the end of a person's true education.
It’s not rocket science. It’s social science – the science of understanding people’s needs and their unique relationship with art, literature, history, music, work, philosophy, community, technology and psychology. The act of design is structuring and creating that balance.
I would say the connection between art and science is very tenuous for me. It's just that I'm interested in both. I don't think that my interest in art affects the kind of science that I do.
I don't have the education of an art historian. I've certainly read about art and look at art and have educated myself to some extent. But I'm not a skilled or thorough art historian and I wouldn't call myself an art critic.
I have no evangelical feelings about art at all. I despise art education. Art doesn't lend itself to education. There is no knowledge there. It's a set of propositions about how things should look.
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