A Quote by Tony Rothman

Analogies and metaphors have often proved pivotal in expanding our thoughts both within and without science, and so one should not discourage the attempt to synthesize apparent opposites. However, citizens of the New Age often forget that, when they involve science, analogies should be tempered by experiment and calculation.
Mathematics is the study of analogies between analogies. All science is. Scientists want to show that things that don't look alike are really the same. That is one of their innermost Freudian motivations. In fact, that is what we mean by understanding.
Kanye [West] just says the funniest analogies that are so random. I should start keeping a book - in 20 years, I'll have a big book of analogies.They always make me laugh.
apparent contradiction ... is often the opportunity for new discovery in science; and it even may be said that the absence of apparent contradiction is due to our want of perception, since our knowledge of laws and causes is so small compared to their total sum.
A mathematician is a person who can find analogies between theorems; a better mathematician is one who can see analogies between proofs and the best mathematician can notice analogies between theories.
One can imagine that the ultimate mathematician is one who can see analogies between analogies.
We often say that our science is objective and accurate, but we don't often say that our science is incomplete - that although the established parts of natural science are very well tested and the evidence makes a compelling case for things being as they've been described, there nevertheless are open questions that we cannot answer.
Good mathematicians see analogies. Great mathematicians see analogies between analogies.
Discerning the merits of competing claims is where the empirical basis of science should play a role. I cannot stress often enough that what science is all about is not proving things to be true but proving them to be false. What fails the test of empirical reality, as determined by observation and experiment, gets thrown out like yesterday's newspaper.
The analogies between science and art are very good as long as you are talking about the creation and the performance. The creation is certainly very analogous. The aesthetic pleasure of the craftsmanship of performance is also very strong in science.
Joy Rains has a gift. A gift for explaining abstract concepts like meditation through clever analogies and metaphors. FOR THE FIRST TIME in my hectic, harried life I actually UNDERSTAND how meditation is supposed to work and WHY I should give it a TRY!
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.
Too often we make the mistake of remembering what we should forget-our hurts, failures and disappointments -and we forget what we should remember-our victories, accomplishments and the times we have made it through.
I find the attempt to find things out, which scientists are possessed by, to be as human as breathing, or feeding, or sex. And so the science has to be in the novels as science and not just as metaphors.
So far I have been speaking of theoretical science, which is an attempt to understand the world. Practical science, which is an attempt to change the world, has been important from the first, and has continually increased in importance, until it has almost ousted theoretical science from men's thoughts.
It once seemed that the most profound feats stemming from DNA-based science would spring from our ability to read and detect genes, which we call the science of genomics. But the real opportunities lie in our ability to write DNA, to synthesize new gene sequences and insert them into organisms, resulting in brand-new biological functions.
A proclivity for science is embedded deeply within us, in all times, places, and cultures. It has been the means for our survival. It is our birthright. When, through indifference, inattention, incompetence, or fear of skepticism, we discourage children from science, we are disenfranchisin g them, taking from them the tools needed to manage their future.
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