"Not only virtue, but also insight, not only sanctity but also wisdom, are the duties and tasks of mankind." (Otto Weininger, "Sex and Character", 1903)
"The introduction into geometrical work of conceptions such as the infinite, the imaginary, and the relations of hyperspace, none of which can be directly imagined, has a psychological significance well worthy of examination. It gives a deep insight into the resources and working of the human mind. We arrive at the borderland of mathematics and psychology." (John Theodore Merz, "History of European Thought in the Nineteenth Century", 1903)
"The mathematical formula is the point through which all the light gained by science passes in order to be of use to practice; it is also the point in which all knowledge gained by practice, experiment, and observation must be concentrated before it can be scientifically grasped. The more distant and marked the point, the more concentrated will be the light coming from it, the more unmistakable the insight conveyed. All scientific thought, from the simple gravitation formula of Newton, through the more complicated formulae of physics and chemistry, the vaguer so called laws of organic and animated nature, down to the uncertain statements of psychology and the data of our social and historical knowledge, alike partakes of this characteristic, that it is an attempt to gather up the scattered rays of light, the different parts of knowledge, in a focus, from whence it can be again spread out and analyzed, according to the abstract processes of the thinking mind. But only when this can be done with a mathematical precision and accuracy is the image sharp and well-defined, and the deductions clear and unmistakable. As we descend from the mechanical, through the physical, chemical, and biological, to the mental, moral, and social sciences, the process of focalization becomes less and less perfect, - the sharp point, the focus, is replaced by a larger or smaller circle, the contours of the image become less and less distinct, and with the possible light which we gain there is mingled much darkness, the sources of many mistakes and errors. But the tendency of all scientific thought is toward clearer and clearer definition; it lies in the direction of a more and more extended use of mathematical measurements, of mathematical formulae." (John T Merz, "History of European Thought in the 19th Century" Vol. 1, 1904)
"The motive for the study of mathematics is insight into the nature of the universe. Stars and strata, heat and electricity, the laws and processes of becoming and being, incorporate mathematical truths. If language imitates the voice of the Creator, revealing His heart, mathematics discloses His intellect, repeating the story of how things came into being. And the value of mathematics, appealing as it does to our energy and to our honor, to our desire to know the truth and thereby to live as of right in the household of God, is that it establishes us in larger and larger certainties. As literature develops emotion, understanding, and sympathy, so mathematics develops observation, imagination, and reason." (William E Chancellor,"A Theory of Motives, Ideals and Values in Education" 1907)
"In fact, the opposition of instinct and reason is mainly illusory. Instinct, intuition, or insight is what first leads to the beliefs which subsequent reason confirms or confutes; but the confirmation, where it is possible, consists, in the last analysis, of agreement with other beliefs no less instinctive. Reason is a harmonising, controlling force rather than a creative one. Even in the most purely logical realms, it is insight that first arrives at what is new." (Bertrand Russell, "Our Knowledge of the External World", 1914)
"No student ought to complete a course in mathematics without the feeling that there must be something in it, without catching a glimpse, however fleeting, of its possibilities, without at least a few moments of pleasure in achievement and insight." (Helen A Merrill, 'Why Students Fail in Mathematics", The Mathematics Teacher, 1918)
"Mathematics is the foe of nature and of insight into nature. A human being who possesses mathematical knowledge, the lingo of formulas, and with it approaches nature, must be like a woman who, with soaped hands, wants to grab a fish: surely, she will not seize it. Yet it is an unprecedented arrogance of mathematicians to pose in front of the world and of nature, and to say that they only had eyes for things." (Alfred Döblin, "Die abscheuliche Relativitätslehre" ["The Abominable Relativity Theory"], Berliner Tageblatt, 1923)
"The axioms and provable theorems (i.e. the formulas that arise in this alternating game [namely formal deduction and the adjunction of new axioms]) are images of the thoughts that make up the usual procedure of traditional mathematics; but they are not themselves the truths in the absolute sense. Rather, the absolute truths are the insights (Einsichten) that my proof theory furnishes into the provability and the consistency of these formal systems." (David Hilbert; "Die logischen Grundlagen der Mathematik." Mathematische Annalen 88 (1), 1923)
"The primary purposes of the teaching of mathematics should be to develop those powers of understanding und analyzing relations of quantity and of space which are necessary to an insight into and a control over our environment and to an appreciation of the progress of civilization its various aspects, and to develop those habits of thought and of action which will make those powers in effective in the life of the individual." (J W Young [Ed] The Reorganization of Mathematics in Secondary Education, 1927)
"It is his intuition, his mystical insight into the nature of things, rather than his reasoning which makes a great scientist." (Karl R Popper, "The Open Society and Its Enemies", 1945)
"The theory [of categories] also emphasizes that, whenever new abstract objects are constructed in a specified way out of given ones, it is advisable to regard the construction of the corresponding induced mappings on these new objects as an integral part of their definition. The pursuit of this program entails a simultaneous consideration of objects and their mappings (in our terminology, this means the consideration not of individual objects but of categories). This emphasis on the specification of the type of mappings employed gives more insight onto the degree of invariance of the various concepts involved." (Samuel Eilenberg & Saunders Mac Lane, "A general theory of natural equivalences", Transactions of the American Mathematical Society 58, 1945)
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