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→Richard Feynman (1918–1988): Book title in italics
:Although indeed it would be better to do good than to know, first however comes knowing how to do it.—Mokurai's translation.
:Although indeed it would be better to do good than to know, first however comes knowing how to do it.—Mokurai's translation.
==Michel de Montaigne (1533-92)==
==Michel de Montaigne (1533–92)==
* Nothing is so firmly believed as that which we least know.
* Nothing is so firmly believed as that which we least know.
:''The Education Of Women''
:''The Education Of Women''
==Samuel Johnson (1709-1784)==
==William Shakespeare (1564–1616)==
* The fool doth think he is wise, but the wise man knows himself to be a fool.
:''As You Like It'', Act V, Scene 1
See also the [http://en.wikipedia.org/wiki/Dunning%E2%80%93Kruger_effect Dunning-Kruger Effect].
==Samuel Johnson (1709–1784)==
* There are, in every age, new errors to be rectified, and new prejudices to be opposed.
* There are, in every age, new errors to be rectified, and new prejudices to be opposed.
* Discovery consists of seeing what everyone else has seen and thinking what no one else has thought.
* Discovery consists of seeing what everyone else has seen and thinking what no one else has thought.
:Nobel laureate (biology/medicine)
:Nobel laureate (biology/medicine)
==James Thurber (1894–1961)==
* It is better to ask some of the questions than to know all the answers.
:From [http://www.brunswick.k12.me.us/hdwyer/the-scotty-who-knew-too-much/ "The Scotty who Knew Too Much"], in ''[http://books.google.com/books?id=HedNG3C2BpUC&printsec=frontcover&dq=fables+for+our+times&hl=en&sa=X&ei=r7tAUf_qNOfzygHgwoGAAQ&ved=0CDoQ6AEwAA Fables for Our Time]'', 1940
==Amadou Hampâté Bâ (1900—1991)==
==Amadou Hampâté Bâ (1900—1991)==
The reason was that the books were so lousy. They were false. They were hurried. They would try to be rigorous, but they would use examples (like automobiles in the street for "sets") which were almost OK, but in which there were always some subtleties. The definitions weren't accurate. Everything was a little bit ambiguous -- they weren't smart enough to understand what was meant by "rigor." They were faking it. They were teaching something they didn't understand, and which was, in fact, useless, at that time, for the child.
The reason was that the books were so lousy. They were false. They were hurried. They would try to be rigorous, but they would use examples (like automobiles in the street for "sets") which were almost OK, but in which there were always some subtleties. The definitions weren't accurate. Everything was a little bit ambiguous -- they weren't smart enough to understand what was meant by "rigor." They were faking it. They were teaching something they didn't understand, and which was, in fact, useless, at that time, for the child.
:[http://www.textbookleague.org/103feyn.htm Judging Books by Their Covers], in Surely You're Joking, Mr. Feynman! (1985)
:[http://www.textbookleague.org/103feyn.htm Judging Books by Their Covers], in ''Surely You're Joking, Mr. Feynman!'' (1985)
==Stephen Jay Gould (1941–2002)==
==Stephen Jay Gould (1941–2002)==