... It was (in part) Gross's excessive enthusiasm for string theory in the mid-80s that drove me (as an impressionable grad student at Princeton) away from theoretical physics (and into astronomy). String theory may have been a beautiful idea, but it made no predictions that could be tested experimentally in the then-foreseeable future. That's not science. A quarter century later and the theoretical physics community has yet to wake up and realize that there is new physics right under their noses – just not the new physics they've been expecting (GUTs, strings, membranes, etc.). Galaxy dynamics are consistent with a single, universal force law, but this unexpected behavior has largely been ignored because it doesn't fit with particle theorists' dreams of super symmetric dark matter particles. That we do not understand the observed behavior makes it more interesting than the "expected” (but unobserved) new physics: who ordered this?
Stacy McGaughRelated topics
astronomy beautiful century dark dynamics fit force future galaxy idea later law matter right science single string under universal wake yet etc grad impressionable PrincetonRelated quotes
This Mr. Dewhurst has not understood the Impressionist movement in the very least. All he sees in it is a technical method... He also says that before going to London we knew nothing whatsoever about light; but we have studies that prove the contrary. He omits the influence of Claude Lorrain, Corot, all the 18th-century painters, Chardin most of all. But what he fails to realize is that while Turner and Constable were of service to us, they confirmed our suspicion that those painters had not understood 'The Analysis of Shadows', which in the case of Turner are always a deliberate effect, a plain dark patch. As to the division of tones, Turner confirmed us its value as a method, but not as a means of accuracy or truth to nature. In any case, the 18th century was our tradition. It seems to me that Turner too, had looked at Claude Lorrain. I am even inclined to think there is a picture by Turner, 'Sunset', hung side by side with a Claude.
Camille Pissarro
David Galin, among other researchers, has pointed out that teachers have three main tasks: first, to train both hemispheres - not only the verbal, symbolic, logical left hemisphere, which has always been trained in the traditional education, but also the relational, holistic right hemisphere, which is largely neglected in today's schools; second, to train students to use the cognitive style suited to the tasks at hand; and third, to train students to be able to bring both styles - both hemispheres - to bear on a problem in an integrated manner.
When teachers can pair the complementary modes or fit one mode to the appropriate task, teaching and learning will become a much more precise process. Ultimately, the goal will be to develop both halves of the brain. Both modes are necessary for full human functioning and both are necessary for creative work of all kinds, whether writing or painting, developing a new theory in physics, or dealing with environmental problems.
Betty Edwards
There is little doubt that the observation that quality may depend on price (productivity on wages; default probability on interest rates) has provided a rich mine for economic theorists: A simple modification of the basic assumptions results in a profound alteration of many of the basic conclusions of the standard paradigm. The Law of Supply and Demand has been repealed. The Law of the Single Price has been repealed. The Fundamental Theorem of Welfare Economics has been shown not to be valid.
More than that, the theories that we describe here provide the basis of progress toward a unification of macroeconomics and microeconomics. They pro vide an explanation of unemployment and credit rationing, derived from basic microeconomic principles. It is a theory in which the extensive idleness that periodically confronts society's resources, human and capital, is seen as but the most obvious example of market failures that prevasively and persistently distort the allocation of resources.
Joseph Stiglitz
Who is it who is responsible for the scheme of things whereby one man is engaged through life in grinding labour to win a bare and precarious subsistence for himself, and when, at the end of his days, he claims at the hands of the community he served a poor pension of eightpence a day, he can only get it through a revolution, and another man who does not toil receives every hour of the day, every hour of the night, whilst he slumbers, more than his poor neighbour receives in a whole year of toil? Where did the table of that law come from? Whose finger inscribed it? These are the questions that will be asked. The answers are charged with peril for the order of things the Peers represent; but they are fraught with rare and refreshing fruit for the parched lips of the multitude who have been treading the dusty road along which the people have marched through the dark ages which are now merging into the light.
David Lloyd George
To my complete surprise, that exposure to out-of-date scientific theory and practice radically undermined some of my basic conceptions about the nature of science and the reasons for its special success.
Those conceptions were ones I had previously drawn partly from scientific training itself and partly from a long-standing avocational interest in the philosophy of science. Somehow, whatever their pedagogic utility and their abstract plausibility, those notions did not at all fit the enterprise that historical study displayed. Yet they were and are fundamental to many discussions of science, and their failures of verisimilitude therefore seemed thoroughly worth pursuing. The result was a drastic shift in my career plans, a shift from physics to history of science and then, gradually, from relatively straightforward historical problems back to the more philosophical concerns that had initially led me to history.
Thomas Samuel Kuhn