A Quote by Wynton Marsalis
There is an idea that a mind is wasted on the arts unless it makes you good in math or science. There is some evidence that the arts might help you in math and science.
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Science needs the intuition and metaphorical power of the arts, and the arts need the fresh blood of science ... Interpretation is the logical channel of consilient explanation between science and the arts. The arts ... also nourish our craving for the mystical.
There is an outdated belief that girls are not as good at science and math subjects as boys. But according to the report 'Generation STEM,' high school girls earn more math and science credits than boys do, and their GPAs, aggregated across math and science classes, are higher than boys'.
We need more math classes, we need more science. It's the art of math and the art of science that creates all the innovation, and we have a tradition of great arts, great music.
Kids deserve arts, and it's just as important as science, math, history, English or athletics.
The degree to which the arts are included in our educational curriculum is totally inadequate. The arts are just as important as math and science in an education and just as important as any other endeavour in our lives.
Many schools today are sacrificing social studies, the arts and physical education so children can cover basic subjects like math, English and science.
I think we need more math majors who don't become mathematicians. More math major doctors, more math major high school teachers, more math major CEOs, more math major senators. But we won't get there unless we dump the stereotype that math is only worthwhile for kid geniuses.
In addition to giving our children the science and math skills they need to compete in the new global context, we should also encourage the ability to think creatively that comes from a meaningful arts education.
When I became the NASA administrator — or before I became the NASA administrator — Barack Obama charged me with three things. One was he wanted me to help re-inspire children to want to get into science and math, he wanted me to expand our international relationships, and third, and perhaps foremost, he wanted me to find a way to reach out to the Muslim world and engage much more with dominantly Muslim nations to help them feel good about their historic contribution to science … and math and engineering.
The idea here, of course, is, you know, mathematics is the language of science, it's the way that we understand the natural world. And there's definitely been a push to sort of study advanced math and kind of reawaken the love of advanced math.
Fine arts education in public schools is really abysmal. The same emphasis should be put on music, theater, dance - anything creative - that's put on math and science.
I had decent but not great grades in high school because I was highly motivated in some subjects, like the arts, drama, English, and history, but in math and science I was a screw-up. Wooster saw something in me, and I really flourished there. I got into theatre, took photography and painting classes.
I was an undergrad math major and a grad student in computer science. I'm hugely introverted, not atypical of math majors.
When I got to college, I planned to be a math major, and, in addition to signing up for some math courses, I decided to take some philosophy. Quite by chance, I took a philosophy of science course in which the entire semester was devoted to reading Locke's Essay. I was hooked. For the next few semesters, I took nothing but philosophy and math courses, and it wasn't long before I realised that it was the philosophy that really moved me.
I started in a business background, but then it was like, 'you know, I can't do math,' so I changed it to a liberal arts degree and got my Bachelor of Arts in Communications and it made sense.
I describe management as arts, crafts and science. It is a practice that draws on arts, craft and science and there is a lot of craft - meaning experience - there is a certain amount of craft meaning insight, creativity and vision, and there is the use of science, technique or analysis.
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