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If God created the world, his primary worry was certainly not to make its understanding easy for us...
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...scientific knowledge is not any kind of conjuration, as people sometimes suppose, but it is simply the application of the same principles of common sense that we apply to common knowledge, carried out, if I may so speak, to knowledge which is uncommon.
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Occasionally, it appears as if the dominant question is whether mathematical problems should be solved. For mathematical teaching and research in many sectors are caught between the Scylla and Charybdis of those who condemn the subject because of applications that make it a potential conveyor of human destruction and those who wish to strip it of anything but its applications so as to tender it more socially useful, whether for medicine or war. Yet, history appears to support the reflection of André Weil that "the great mathematician of the future, as of the past, will flee the well-trodden path. It is by unexpected approchements, which our imagination would not have known how to arrive at, that he will solve, in giving them another twist, the great problems which we shall bequeath to him." Looking ahead, Weil was also confident of one further thing: "In the future, as in the past, the great ideas must be simplifying ideas."
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There is no reason why science and learning should appeal only to the pure in mind and motive.
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...those who tell us that the young must be scientifically educated mean, almost invariably, that they should be taught more about radioactivity, or the stars, or the physiology or their own bodies, rather than that they should be taught to think more exactly.
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There was more imagination in the head of Archimedes than in that of Homer.
Chronology :
April 13, 2020 : Learning -- Added.
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