„Science is nothing more than a method of inquiry. The method says an assertion is valid — and merits universal acceptance — only if it can be independently verified.“

—  Michael Crichton, Context: Science is nothing more than a method of inquiry. The method says an assertion is valid — and merits universal acceptance — only if it can be independently verified. The impersonal rigor of the method means it is utterly apolitical. A truth in science is verifiable whether you are black or white, male or female, old or young. It's verifiable whether you like the results of a study, or you don't. Testimony before the US Senate Committee on Environment and Public Works (28 September 2005)
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Michael Crichton
1942 - 2008
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„The method of viewing things which proceeds in accordance with the principle of sufficient reason is the rational method, and it alone is valid and of use in practical life and in science. The method which looks away from the content of this principle is the method of genius, which is only valid and of use in art.“

—  Arthur Schopenhauer German philosopher 1788 - 1860
Die dem Satz vom Grunde nachgehende ist die vernünftige Betrachtungsart, welche im praktischen Leben, wie in der Wissenschaft, allein gilt und hilft: die vom Inhalt jenes Satzes wegsehende ist die geniale Betrachtungsart, welche in der Kunst allein gilt und hilft. Die Welt als Wille und Vorstellung, Zweiter Band, Ergänzungen zum dritten Buch, para. 36 (1859)

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„With [Francis] Bacon, Vico continuously asserts the claims of grammar as true science precisely because it has not yielded to specialism and method.“

—  Marshall McLuhan Canadian educator, philosopher, and scholar-- a professor of English literature, a literary critic, and a communicat... 1918 - 1980
p. 220

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„Combining this observation with the insight that science has no special method, we arrive at the result that the separation of science and non-science is not only artificial but also detrimental to the advancement of knowledge. If we want to understand nature, if we want to master our physical surroundings, then we must use all ideas, all methods, and not just a small selection of them. The assertion, however, that there is no knowledge outside science - extra scientiam nulla salus - is nothing but another and most convenient fairy-tale.“

—  Paul Karl Feyerabend Austrian-born philosopher of science 1924 - 1994
Context: Combining this observation with the insight that science has no special method, we arrive at the result that the separation of science and non-science is not only artificial but also detrimental to the advancement of knowledge. If we want to understand nature, if we want to master our physical surroundings, then we must use all ideas, all methods, and not just a small selection of them. The assertion, however, that there is no knowledge outside science - extra scientiam nulla salus - is nothing but another and most convenient fairy-tale. Primitive tribes has more detailed classifications of animals and plant than contemporary scientific zoology and botany, they know remedies whose effectiveness astounds physicians (while the pharmaceutical industry already smells here a new source of income), they have means of influencing their fellow men which science for a long time regarded as non-existent (voodoo), they solve difficult problems in ways which are still not quite understood (building of the pyramids; Polynesian travels), there existed a highly developed and internationally known astronomy in the old Stone Age, this astronomy was factually adequate as well as emotionally satisfying, it solved both physical and social problems (one cannot say the same about modern astronomy) and it was tested in very simple and ingenious ways (stone observatories in England and in the South Pacific; astronomical schools in Polynesia - for a more details treatment an references concerning all these assertions cf. my Einfuhrung in die Naturphilosophie). There was the domestication of animals, the invention of rotating agriculture, new types of plants were bred and kept pure by careful avoidance of cross fertilization, we have chemical inventions, we have a most amazing art that can compare with the best achievement of the present. True, there were no collective excursions to the moon, but single individuals, disregarding great dangers to their soul and their sanity, rose from sphere to sphere to sphere until they finally faced God himself in all His splendor while others changed into animals and back into humans again. At all times man approached his surroundings with wide open senses and a fertile intelligence, at all times he made incredible discoveries, at all times we can learn from his ideas. Pg. 306-307

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„To prepare teachers in the method of the experimental sciences is not an easy matter.“

—  Maria Montessori Italian pedagogue, philosopher and physician 1870 - 1952
Context: To prepare teachers in the method of the experimental sciences is not an easy matter. When we shall have instructed them in anthropometry and psychometry in the most minute manner possible, we shall have only created machines, whose usefulness will be most doubtful. Indeed, if it is after this fashion that we are to initiate our teachers into experiment, we shall remain forever in the field of theory. The teachers of the old school, prepared according to the principles of metaphysical philosophy, understood the ideas of certain men regarded as authorities, and moved the muscles of speech in talking of them, and the muscles of the eye in reading their theories. Our scientific teachers, instead, are familiar with certain instruments and know how to move the muscles of the hand and arm in order to use these instruments; besides this, they have an intellectual preparation which consists of a series of typical tests, which they have, in a barren and mechanical way, learned how to apply. The difference is not substantial, for profound differences cannot exist in exterior technique alone, but lie rather within the inner man. Not with all our initiation into scientific experiment have we prepared new masters, for, after all, we have left them standing without the door of real experimental science; we have not admitted them to the noblest and most profound phase of such study, — to that experience which makes real scientists. Ch. 1 : A Critical Consideration of the New Pedagogy in its Relation to Modern Science, p. 7.

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