I fully agree with you about the significance and educational value of as well as history and philosophy of science. So many people today - and even professional - seem to me like someone who has seen thousands of trees but has never seen a forest. A knowledge of the historic and philosophical background gives that kind of independence from prejudices of his generation from which most scientists are suffering. This independence created by philosophical insight is - in my opinion - the mark of distinction between a mere artisan or specialist and a real seeker after truth.
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Common sense is the collection of prejudices acquired by age eighteen.
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Few people are capable of expressing with equanimity opinions which differ from the prejudices of their social environment. Most people are even incapable of forming such opinions.
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Intelligence makes clear to us the interrelationship of means and ends. But mere thinking cannot give us a sense of the ultimate and fundamental ends. To make clear these fundamental ends and valuations and to set them fast in the emotional life of the individual, seems to me precisely the most important function which religion has to form in the social life of man.
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The feeling for what ought and ought not to be grows and dies like a tree, and no fertilizer of any kind will do much good. What the individual can do is give a fine example, and have the courage to firmly uphold ethical convictions in a society of cynics. I have for a long time tried to conduct myself this way, with varying success.
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The mere formulation of a problem is far more essential than its solution, which may be merely a matter of mathematical or experimental skills. To raise new questions, new possibilities, to regard old problems from a new angle requires creative imagination and marks real advances in science.
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The sole function of education…[is] to open the way to thinking and knowing, and the school, as the outstanding organ for the people’s education, must serve that end exclusively.
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