"Our mistake is not that we take our theories too seriously, but that we do not take them seriously enough. It is always hard to realize that these numbers and equations we play with at our desks have something to do with the real world." (Steven Weinberg, "The First Three Minutes", 1977)
"There is no more reason to expect one graph to ‘tell all’ than to expect one number to do the same." (John W Tukey, "Exploratory Data Analysis", 1977)
"Numbers are the product of counting. Quantities are the product of measurement. This means that numbers can conceivably be accurate because there is a discontinuity between each integer and the next. Between two and three there is a jump. In the case of quantity there is no such jump, and because jump is missing in the world of quantity it is impossible for any quantity to be exact. You can have exactly three tomatoes. You can never have exactly three gallons of water. Always quantity is approximate." (Gregory Bateson, "Number is Different from Quantity", CoEvolution Quarterly, 1978)
"People often feel inept when faced with numerical data. Many of us think that we lack numeracy, the ability to cope with numbers. […] The fault is not in ourselves, but in our data. Most data are badly presented and so the cure lies with the producers of the data. To draw an analogy with literacy, we do not need to learn to read better, but writers need to be taught to write better." (Andrew Ehrenberg, "The problem of numeracy", American Statistician 35(2), 1981)
"The principal aim of physical theories is understanding. A theory's ability to find a number is merely a useful criterion for a correct understanding." (Yuri I Manin, "Mathematics and Physics", 1981)
"We would wish ‘numerate’ to imply the possession of two attributes. The first of these is an ‘at-homeness’ with numbers and an ability to make use of mathematical skills which enable an individual to cope with the practical mathematical demands of his everyday life. The second is ability to have some appreciation and understanding of information which is presented in mathematical terms, for instance in graphs, charts or tables or by reference to percentage increase or decrease." (Cockcroft Committee, "Mathematics Counts: A Report into the Teaching of Mathematics in Schools", 1982)
"Data in isolation are meaningless, a collection of numbers. Only in context of a theory do they assume significance[...]" (George Greenstein, "Frozen Star", 1983)
"The digital-computer field defined computers as machines that manipulated numbers. The great thing was, adherents said, that everything could be encoded into numbers, even instructions. In contrast, scientists in AI [artificial intelligence] saw computers as machines that manipulated symbols. The great thing was, they said, that everything could be encoded into symbols, even numbers." (Allen Newell, "Intellectual Issues in the History of Artificial Intelligence", 1983)
"A final goal of any scientific theory must be the derivation of numbers. Theories stand or fall, ultimately, upon numbers." (Richard E Bellman, "Eye of the Hurricane: An Autobiography", 1984)
"I shall here present the view that numbers, even whole numbers, are words, parts of speech, and that mathematics is their grammar. Numbers were therefore invented by people in the same sense that language, both written and spoken, was invented. Grammar is also an invention. Words and numbers have no existence separate from the people who use them. Knowledge of mathematics is transmitted from one generation to another, and it changes in the same slow way that language changes. Continuity is provided by the process of oral or written transmission." (Carl Eckart," Our Modern Idol: Mathematical Science", 1984)
"When you have mastered the numbers, you will in fact no longer be reading numbers, any more than you read words when reading a book. You will be reading meanings." (Harold Geneen & Alvin Moscow, "Managing", 1984)
"Numbers have undoubted powers to beguile and benumb, but critics must probe behind numbers to the character of arguments and the biases that motivate them." (Stephen Jay Gould, "An Urchin in the Storm: Essays About Books and Ideas", 1987)
"As a practical matter, mathematics is a science of pattern and order. Its domain is not molecules or cells, but numbers, chance, form, algorithms, and change. As a science of abstract objects, mathematics relies on logic rather than observation as its standard of truth, yet employs observation, simulation, and even experimentation as a means of discovering truth. "(National Research Council, "Everybody Counts", 1989)
"Torture numbers, and they will confess to anything." (Gregg Easterbrook, New Republic, 1989)
"Words and numbers are of equal value, for, in the cloak of knowledge, one is warp and the other woof. It is no more important to count the sands than it is to name the stars." (Norton Juster, "The Phantom Tollbooth", 1989)
"I believe [...] that hypothesis testing has been greatly overemphasized in psychology and in the other disciplines that use it. It has diverted our attention from crucial issues. Mesmerized by a single all-purpose, mechanized, ‘objective’ ritual in which we convert numbers into other numbers and get a yes-no answer, we have come to neglect close scrutiny of where the numbers come from." (Jacob Cohen, "Things I have learned (so far)", American Psychologist 45, 1990)
"If we imagine mathematics as a grand orchestra, the system of whole numbers could be likened to a bass drum: simple, direct, repetitive, providing the underlying rhythm for all the other instruments. There surely are more sophisticated concepts - the oboes and French horns and cellos of mathematics - and we examine some of these in later chapters. But whole numbers are always at the foundation." (William Dunham, "The Mathematical Universe", 1994)
"Mathematics is not a way of hanging numbers on things so that quantitative answers to ordinary questions can be obtained. It is a language that allows one to think about extraordinary questions." (James O Bullock, "Literacy in the Language of Mathematics", The American Mathematical Monthly, Vol. 101, No. 8, October, 1994)
"Number is therefore the most primitive instrument of bringing an unconscious awareness of order into consciousness." (Marie-Louise von Frany, "Creation Myths", 1995)
"You can be moved to tears by numbers - provided they are encoded and decoded fast enough." (Richard Dawkins, "River Out of Eden: A Darwinian View of Life", 1995)
"Numbers, in fact, are the atoms of the universe, combining with everything else." (Calvin C Clawson, Mathematical Mysteries: The Beauty and Magic of Numbers", 1996)
"Data are not just numbers, they are numbers with a context. [...] In data analysis, context provides meaning." (George W Cobb & David S Moore, "Mathematics, Statistics, and Teaching", American Mathematical Monthly, 1997)
"The purpose of plotting is to convey phenomena to the viewer’s cortex, not to provide a place to lookup observed numbers." (Kaye Basford & John W Tukey, "Graphical Analysis of Multi-Response Data", 1998)
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