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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''
==William Shakespeare (1564&endash;1616)==
==William Shakespeare (1564–1616)==
* The fool doth think he is wise, but the wise man knows himself to be a fool.
* The fool doth think he is wise, but the wise man knows himself to be a fool.
See also the [http://en.wikipedia.org/wiki/Dunning%E2%80%93Kruger_effect Dunning-Kruger Effect].
See also the [http://en.wikipedia.org/wiki/Dunning%E2%80%93Kruger_effect Dunning-Kruger Effect].
==Samuel Johnson (1709-1784)==
==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.
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)==