A Quote by Michael Faraday
If the term education may be understood in so large a sense as to include all that belongs to the improvement of the mind, either by the acquisition of the knowledge of others or by increase of it through its own exertions, we learn by them what is the kind of education science offers to man. It teaches us to be neglectful of nothing - not to despise the small beginnings, for they precede of necessity all great things in the knowledge of science, either pure or applied.
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This example illustrates the differences in the effects which may be produced by research in pure or applied science. A research on the lines of applied science would doubtless have led to improvement and development of the older methods - the research in pure science has given us an entirely new and much more powerful method. In fact, research in applied science leads to reforms, research in pure science leads to revolutions, and revolutions, whether political or industrial, are exceedingly profitable things if you are on the winning side.
Science is not a body of knowledge nor a system of belief; it is just a term which describes humankind’s incremental acquisition of understanding through observation. Science is awesome.
The improvement of understanding is for two ends: first, our own increase of knowledge; secondly, to enable us to deliver that knowledge to others.
While tacit knowledge can be possessed by itself, explicit knowledge must rely on being tacitly understood and applied. Hence all knowledge is either tacit or rooted in tacit knowledge. A wholly explicit knowledge is unthinkable.
Please don't make the mistake of thinking that the arts and sciences are at odds with one another. That is a recent, stupid and damaging idea. You don't have to be unscientific to make beautiful art or to write beautiful things... science is not a body of knowledge or a belief system, it is just a term that describes humankind's incremental acquisition of understanding through observation. Science is awesome. The arts and sciences need to work together to improve how knowledge is communicated.
The improvement of the understanding is for two ends; first, for our own increase of knowledge; secondly, to enable us to deliver and make out that knowledge to others.
Science can only be comprehended epistemologically, which means as one category of possible knowledge, as long as knowledge is not equated either effusively with the absolute knowledge of a great philosophy or blindly with scientistic self-understanding of the actual business of research.
All definite knowledge - so I should contend - belongs to science; all dogma as to what surpasses definite knowledge belongs to theology. But between theology and science there is a No Man's Land, exposed to attack by both sides; this No Man's Land is philosophy.
By this we may understand, there be two sorts of knowledge, whereof the one is nothing else but sense, or knowledge original (as I have said at the beginning of the second chapter), and remembrance of the same; the other is called science or knowledge of the truth of propositions, and how things are called, and is derived from understanding.
Science only means knowledge; and for [Greek] ancients it did only mean knowledge. Thus the favorite science of the Greeks was Astronomy, because it was as abstract as Algebra. ... We may say that the great Greek ideal was to have no use for useful things. The Slave was he who learned useful things; the Freeman was he who learned useless things. This still remains the ideal of many noble men of science, in the sense they do desire truth as the great Greeks desired it; and their attitude is an external protest against vulgarity of utilitarianism.
In the popular arena, one can tell ... that the average man ... imagines that an industrious acquisition of particulars will render him a man of knowledge. With what pathetic trust does he recite his facts! He has been told that knowledge is power, and knowledge consists of a great many small things.
The aims of pure basic science, unlike those of applied science, are neither fast-flowing nor pragmatic. The quick harvest of applied science is the useable process, the medicine, the machine. The shy fruit of pure science is understanding.
Man's knowledge of science has clearly outstripped his knowledge of man. Our only hope of making the atom servant rather than master lies in education, in a broad liberal education where each student within his capacity can free himself from trammels of dogmatic prejudice and apply his educational accoutrement to besetting social and human problems.
Science is often misrepresented as "the body of knowledge acquired by performing replicated controlled experiments in the laboratory." Actually, science is something broader: the acquisition of reliable knowledge about the world.
The notion that "applied" knowledge is somehow less worthy than "pure" knowledge, was natural to a society in which all useful work was performed by slaves and serfs, and in which industry was controlled by the models set by custom rather than by intelligence. Science, or the highest knowing, was then identified with pure theorizing, apart from all application in the uses of life; and knowledge relating to useful arts suffered the stigma attaching to the classes who engaged in them.
For this knowledge of right living, we have sought a new name... . As theology is the science of religious life, and biology the science of [physical] life ... so let Oekology be henceforth the science of [our] normal lives ... the worthiest of all the applied sciences which teaches the principles on which to found... healthy... and happy life.
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