A Quote by Greg Graffin
Almost everyone shuts down when science becomes too technical; you've got to infuse it with entertainment and storytelling to make it effective. From high school on, science is taught in a very dry manner, which isn't as potent.
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[A] process was going on in which people were transformed into things, into pieces of reality which pure science can calculate and technical science can control. … [T]he safety which is guaranteed by well-functioning mechanisms for the technical control of nature, by the refined psychological control of the person, by the rapidly increasing organizational control of society – this safety is bought at a high price: man, for whom all this was invented as a means, becomes a means himself in the service of means.
I think evolution should be taught as an accepted principle. I say that also as the daughter of a school teacher, a science teacher, who has instilled in me a respect for science. I think it should be taught in our schools. I won't ever deny that I see the hand of God in this beautiful creation that is earth. But - that is not a part of state policy or a local curriculum in a school district. Science should be taught in science class.
I liked science very much. A science teacher in high school inspired me, and because of him, I began studying science at the university. But when I got there... well, the subject still attracted me a lot, but I had to do all these exams, and it was just like working in an office. I couldn't stand that.
I always loved science. And in fact, I got a science award in high school. I mean, I loved science, but I think I loved literature more.
This [the opening of the Vatican City radio station built by Marconi earlier in 1931] was a new demonstration of the harmony between science and religion that each fresh conquest of science ever more luminously confirms, so that one may say that those who speak of the incompatibility of science and religion either make science say that which it never said or make religion say that which it never taught.
I majored in Computer Science at U.C. Berkeley and worked as a software developer for a couple of years. Then I taught high school computer science for over a decade and a half in Oakland, California.
My interest in science started in junior high school where an outstanding science teacher, Mrs. Baumgardner, introduced me to the joys of science.
I did a show in New Jersey in the auditorium of a technical high school ... Technical high school, that's where dreams are narrowed down. We tell our children, "You can do anything you want." Their whole lives. "You can do anything!" But this place, we take kids - they're 15, they're young - and we tell them, "You can do eight things. We got it down to eight for you."
In Prosper, the city shuts down and everybody goes to the games... Everything shuts down. You're idolized around there... Texas high school football - it's a lifestyle. It's a culture.
For it is necessary in every practical science to proceed in a composite (i.e. deductive) manner. On the contrary in speculative science, it is necessary to proceed in an analytical manner by breaking down the complex into elementary principles.
Harkening back to a story about my grandfather, I was lucky to attend a great high school in New York, Bronx High School of Science, which has produced more Nobel prize winners than any other high school in America.
The public has a distorted view of science because children are taught in school that science is a collection of firmly established truths. In fact, science is not a collection of truths. It is a continuing exploration of mysteries.
I've been programming computers since elementary school, where they taught us, and I stuck with computer science through high school and college.
Everyone in the astronaut program has a degree in a science field. The crew are the ones who do the experiments, help to design some of the experiments that come from other primary researchers. So it becomes very important that you have a science background.
During my span of life science has become a matter of public concern and the l'art pour l'art standpoint of my youth is now obsolete. Science has become an integral and most important part of our civilization, and scientific work means contributing to its development. Science in our technical age has social, economic, and political functions, and however remote one's own work is from technical application it is a link in the chain of actions and decisions which determine the fate of the human race. I realized this aspect of science in its full impact only after Hiroshima.
The reproaches against science for not having yet solved the problems of the universe are exaggerated in an unjust and malicious manner; it has truly not had time enough yet for these great achievements. Science is very young--a human activity which developed late.
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