13 Stephen Jay Gould Quotes on Education

Stephen Jay Gould quotes on education

36. Well, evolution is a theory. It is also a fact. And facts and theories are different things, not rungs in a hierarchy of increasing certainty. Facts are the world's data. Theories are structures of ideas that explain and interpret facts. Facts do not go away while scientists debate rival theories for explaining them. Einstein's theory of gravitation replaced Newton's, but apples did not suspend themselves in mid-air pending the outcome. And human beings evolved from apelike ancestors whether they did so by Darwin's proposed mechanism or by some other, yet to be discovered. [...] Evolutionists make no claim for perpetual truth, though creationists often do (and then attack us for a style of argument that they themselves favor). In science, 'fact' can only mean 'confirmed to such a degree that it would be perverse to withhold provisional assent.' I suppose that apples might start to rise tomorrow, but the possibility does not merit equal time in physics classrooms.

49. We may need simple and heroic legends for that peculiar genre of literature known as the textbook. But historians must also labor to rescue human beings from their legends in science-if only so that we may understand the process of scientific thought aright.

65. Bowing to the reality of harried lives, Rudwick recognizes that not everyone will read every word of the meaty second section; he even explicitly gives us permission to skip if we get 'bogged down in the narrative.' Readers absolutely must not do such a thing; it should be illegal. The publisher should lock up the last 60 pages, and deny access to anyone who doesn't pass a multiple-choice exam inserted into the book between parts two and three.

68. [A]s we discern a fine line between crank and genius, so also (and unfortunately) we must acknowledge an equally graded trajectory from crank to demagogue. When people learn no tools of judgment and merely follow their hopes, the seeds of political manipulation are sown.

69. I believe [:] that we can still have a genre of scientific books suitable for and accessible alike to professionals and interested laypeople. The concepts of science, in all their richness and ambiguity, can be presented without any compromise, without any simplification counting as distortion, in language accessible to all intelligent people. [:] I hope that this book can be read with profit both in seminars for graduate students and-if the movie stinks and you forgot your sleeping pills-on the businessman's special to Tokyo.

82. We live in a capitalist economy, and I have no particular objection to honorable self-interest. We cannot hope to make the needed, drastic improvement in primary and secondary education without a dramatic restructuring of salaries. In my opinion, you cannot pay a good teacher enough money to recompense the value of talent applied to the education of young children. I teach an hour or two a day to tolerably well-behaved near-adults-and I come home exhausted. By what possible argument are my services worth more in salary than those of a secondary-school teacher with six classes a day, little prestige, less support, massive problems of discipline, and a fundamental role in shaping minds. (In comparison, I only tinker with intellects already largely formed.)

98. Yet I also appreciate that we cannot win this battle to save species and environments without forging an emotional bond between ourselves and nature as well-for we will not fight to save what we do not love (but only appreciate in some abstract sense). So let them all continue-the films, the books, the television programs, the zoos, the little half acre of ecological preserve in any community, the primary school lessons, the museum demonstrations, even [:] the 6:00 A.M. bird walks. Let them continue and expand because we must have visceral contact in order to love. We really must make room for nature in our hearts.

111. Yes, Shakespeare foremost and forever (Darwin too). But also teach about the excellence of pygmy bushcraft and Fuegian survival in the world's harshest climate. Dignity and inspiration come in many guises. Would anyone choose the tinhorn patriotism of George Armstrong Custer over the eloquence of Chief Joseph in defeat?

123. True majorities, in a TV-dominated and anti-intellectual age, may need sound bites and flashing lights-and I am not against supplying such lures if they draw children into even a transient concern with science. But every classroom has one [Oliver] Sacks, one [Eric] Korn, or one [Jonathan] Miller, usually a lonely child with a passionate curiosity about nature, and a zeal that overcomes pressures for conformity. Do not the one in fifty deserve their institutions as well-magic places, like cabinet museums, that can spark the rare flames of genius?

144. A very sincere and serious freshman student came to my office with a question that had clearly been troubling him deeply. He said to me, 'I am a devout Christian and have never had any reason to doubt evolution, an idea that seems both exciting and well documented. But my roommate, a proselytizing evangelical, has been insisting with enormous vigor that I cannot be both a real Christian and an evolutionist. So tell me, can a person believe both in God and in evolution?' Again, I gulped hard, did my intellectual duty, and reassured him that evolution was both true and entirely compatible with Christian belief-a position that I hold sincerely, but still an odd situation for a Jewish agnostic.

158. No more harmful nonsense exists than [the] common supposition that deepest insight into great questions about the meaning of life or the structure of reality emerges most readily when a free, undisciplined, and uncluttered (read, rather, ignorant and uneducated) mind soars above mere earthly knowledge and concern.

170. Mythology is wondrous, a balm for the soul. But its problems cannot be ignored. At worst, it buys inspiration at the price of physical impossibility [:]. At best, it purveys the same myopic view of history that made this most fascinating subject so boring and misleading in grade school as a sequential take of monarchs and battles.

175. What is particularly delightful about Steve's writing is the virtuosity with which he connects seemingly unrelated subjects to illuminate and strengthen his arguments. Whether right or wrong, Steve is always stimulating, and this is perhaps where he has made his greatest contribution-in awakening in thousands, if not millions, of his readers an enthusiasm for the secrets of this wonderful world of ours.