Frases de Julius Sumner Miller

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Julius Sumner Miller

Data de nascimento: 17. Maio 1909
Data de falecimento: 14. Abril 1987

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Julius Sumner Miller was an American physicist and television personality. He is best known for his work on children's television programs in North America and Australia.

Citações Julius Sumner Miller

„My view is this: We teach nothing.“

—  Julius Sumner Miller
Context: My view is this: We teach nothing. We do not teach physics nor do we teach students. (I take physics merely as an example.) What is the same thing: No one is taught anything! Here lies the folly of this business. We try to teach somebody nothing. This is a sorry endeavour for no one can be taught a thing. What we do, if we are successful, is to stir interest in the matter at hand, awaken enthusiasm for it, arouse a curiosity, kindle a feeling, fire up the imagination. To my own teachers who handled me in this way, I owe a great and lasting debt. Julius Sumner Miller, in What Science Teaching Needs, Junior college journal, volume 38 (1967), by American Association of Junior Colleges, Stanford University.

„I knew my purpose well and clear: to show how Nature behaves without cluttering its beauty with abtruse mathematics.“

—  Julius Sumner Miller
Context: My first TV series on demonstrations in physics — titled Why Is It So? were now seen and heard over the land. The mail was massive. The academics were a special triumph for me. They charged me with being superficial and trivial. If I had done what they wanted my programs would be as dull as their classes! I knew my purpose well and clear: to show how Nature behaves without cluttering its beauty with abtruse mathematics. Why cloud the charm of a Chladni plate with a Bessel function? The Days of My Life : An Autobiography (1989), p. 212

Publicidade

„What we do, if we are successful, is to stir interest in the matter at hand, awaken enthusiasm for it, arouse a curiosity, kindle a feeling, fire up the imagination.“

—  Julius Sumner Miller
Context: My view is this: We teach nothing. We do not teach physics nor do we teach students. (I take physics merely as an example.) What is the same thing: No one is taught anything! Here lies the folly of this business. We try to teach somebody nothing. This is a sorry endeavour for no one can be taught a thing. What we do, if we are successful, is to stir interest in the matter at hand, awaken enthusiasm for it, arouse a curiosity, kindle a feeling, fire up the imagination. To my own teachers who handled me in this way, I owe a great and lasting debt. Julius Sumner Miller, in What Science Teaching Needs, Junior college journal, volume 38 (1967), by American Association of Junior Colleges, Stanford University.

„Whatever work you undertake to do in your lifetime, it is very important that first you have a passion for it — you know, get excited about it — and second, that you have fun with it.“

—  Julius Sumner Miller
Context: Whatever work you undertake to do in your lifetime, it is very important that first you have a passion for it — you know, get excited about it — and second, that you have fun with it. That's important. Otherwise, you see, your work becomes nothing but an idle chore. Then, you hate the life you live. Why Is It So?, episode 1 (1963) http://www.abc.net.au/science/features/whyisitso/, Australian ABC Television show

„Kids are my favorites … their spirit and curiosity has not yet been dulled by schools.“

—  Julius Sumner Miller
As quoted in "TV and Classroom Physicist : 'Professor Wonderful,' Julius Sumner Miller, Dies" by Gerald Faris, in The Los Angeles Times (16 April 1987) http://articles.latimes.com/1987-04-16/news/mn-721_1_julius-sumner-miller

„If I want a word, I make it. I don't like combustion. It's too quiet. I have some stuff in a state of combustication.“

—  Julius Sumner Miller
in Science Demonstrations, #30 Physics of Toys: Electrostatic - Magnetic, Instructional TV Service (1969)

„My view is this: We teach nothing.“

—  Julius Sumner Miller
Context: My view is this: We teach nothing. We do not teach physics nor do we teach students. (I take physics merely as an example.) What is the same thing: No one is taught anything! Here lies the folly of this business. We try to teach somebody nothing. This is a sorry endeavour for no one can be taught a thing. What we do, if we are successful, is to stir interest in the matter at hand, awaken enthusiasm for it, arouse a curiosity, kindle a feeling, fire up the imagination. To my own teachers who handled me in this way, I owe a great and lasting debt. Julius Sumner Miller, in What Science Teaching Needs, Junior college journal, volume 38 (1967), by American Association of Junior Colleges, Stanford University.

Publicidade

„I knew my purpose well and clear: to show how Nature behaves without cluttering its beauty with abtruse mathematics.“

—  Julius Sumner Miller
Context: My first TV series on demonstrations in physics — titled Why Is It So? were now seen and heard over the land. The mail was massive. The academics were a special triumph for me. They charged me with being superficial and trivial. If I had done what they wanted my programs would be as dull as their classes! I knew my purpose well and clear: to show how Nature behaves without cluttering its beauty with abtruse mathematics. Why cloud the charm of a Chladni plate with a Bessel function? The Days of My Life : An Autobiography (1989), p. 212

„What we do, if we are successful, is to stir interest in the matter at hand, awaken enthusiasm for it, arouse a curiosity, kindle a feeling, fire up the imagination.“

—  Julius Sumner Miller
Context: My view is this: We teach nothing. We do not teach physics nor do we teach students. (I take physics merely as an example.) What is the same thing: No one is taught anything! Here lies the folly of this business. We try to teach somebody nothing. This is a sorry endeavour for no one can be taught a thing. What we do, if we are successful, is to stir interest in the matter at hand, awaken enthusiasm for it, arouse a curiosity, kindle a feeling, fire up the imagination. To my own teachers who handled me in this way, I owe a great and lasting debt. Julius Sumner Miller, in What Science Teaching Needs, Junior college journal, volume 38 (1967), by American Association of Junior Colleges, Stanford University.

„Whatever work you undertake to do in your lifetime, it is very important that first you have a passion for it — you know, get excited about it — and second, that you have fun with it.“

—  Julius Sumner Miller
Context: Whatever work you undertake to do in your lifetime, it is very important that first you have a passion for it — you know, get excited about it — and second, that you have fun with it. That's important. Otherwise, you see, your work becomes nothing but an idle chore. Then, you hate the life you live. Why Is It So?, episode 1 (1963) http://www.abc.net.au/science/features/whyisitso/, Australian ABC Television show

Publicidade

„Kids are my favorites … their spirit and curiosity has not yet been dulled by schools.“

—  Julius Sumner Miller
As quoted in "TV and Classroom Physicist : 'Professor Wonderful,' Julius Sumner Miller, Dies" by Gerald Faris, in The Los Angeles Times (16 April 1987) http://articles.latimes.com/1987-04-16/news/mn-721_1_julius-sumner-miller

„If I want a word, I make it. I don't like combustion. It's too quiet. I have some stuff in a state of combustication.“

—  Julius Sumner Miller
in Science Demonstrations, #30 Physics of Toys: Electrostatic - Magnetic, Instructional TV Service (1969)