On Stories (From Fiction to Science-Fiction)

"One mark of a second-rate mind is to be always telling stories." (Jean de La Bruyère, "Les Caractères" Aphorism 52, 1688)

"If the story-tellers could ha' got decency and good morals from true stories, who'd have troubled to invent parables?" (Thomas Hardy, "Under the Greenwood Tree", 1872)

"All stories, if continued far enough, end in death, and he is no true-story teller who would keep that from you. Especially do all stories of monogamy end in death, and your man who is monogamous while he often lives most happily, dies in the most lonely fashion." (Ernest Hemingway, "Death in the Afternoon", 1932)

"As if there could be true stories: things happen in one way, and we retell them in the opposite way." (Jean-Paul Sartre, "Nausea", 1938)

"A story must be told or there'll be no story, yet it is the untold stories that are most moving." (John R R Tolkien, [Letter to his son Christopher] 1945)

"Science fiction is no more written for scientists than ghost stories are written for ghosts." Brian Aldiss, Penguin Science Fiction, 1961)

"Almost all serious stories in the world are stories of failure with a death in it. But there is more lost paradise in them than defeat." (Orson Welles, "Chimes at Midnight", 1965)

"Unless physical action reflects psychic action, unless the deeds express the person, I get very bored with adventure stories; often it seems that the more action there is, the less happens." (Ursula K Le Guin, "Vaster Than Empires and More Slow", 1971)

"Only library books speak with such wordless eloquence of the power good stories hold over us." (Stephen King, "Salem's Lot", 1975)

"Individual science fiction stories may seem as trivial as ever to the blinder critics and philosophers of today - but the core of science fiction, its essence, the concept around which it revolves, has become crucial to our salvation if we are to be saved at all." (Isaac Asimov, "My Own View" [in "The Encyclopedia of Science Fiction"], 1978)

"No story comes from nowhere; new stories are born from old." (Salman Rushdie, "Haroun and the Sea of Stories", 1990)

"Nothing comes from nothing, [...] no story comes from nowhere; new stories are born from old—it is the new combinations that make them new."  (Salman Rushdie, "Haroun and the Sea of Stories", 1990)

"People think that stories are shaped by people. In fact, it's the other way around." (Terry Pratchett, "Witches Abroad", 1991)

"To read fiction means to play a game by which we give sense to the immensity of things that happened, are happening, or will happen in the actual world. By reading narrative, we escape the anxiety that attacks us when we try to say something true about the world. This is the consoling function of narrative - the reason people tell stories, and have told stories from the beginning of time." (Umberto Eco, "Six Walks in the Fictional Woods", 1994)

"Don't worry about trying to develop a style. Style is what you can't help doing. If you write enough, you draw enough, you'll have a style, whether you want it or not. Don't worry about whether you're "commercial". Tell your own stories, draw your own pictures. Let other people follow you." (Neil Gaiman, "Gods & Tulips", 1999)

"There are no stories without meaning. And I am one of those men who can find it even when others fail to see it. Afterwards the story becomes the book of the living, like a blaring trumpet that raises from the tomb those who have been dust for centuries." (Umberto Eco, "Baudolino", 2000)

"Stories are artifacts, not really made things which we create and can take credit for, but pre-existing objects which we dig up." (Stephen King, "Everything's Eventual: 14 Dark Tales", 2002)

"No story sits by itself. Sometimes stories meet at corners and sometimes they cover one another completely, like stones beneath a river." (Mitch Albom,"The Five People You Meet in Heaven", 2003)

"Stories come to us as wraiths requiring precise embodiments." (Joyce Carol Oates, "The Faith of a Writer", 2003)

"I think telling stories is like pushing something. Pushing against uncreation itself, maybe." (Stephen King, "The Dark Tower VI: Song of Susannah", 2004)

"Other people's stories may become part of your own, the foundation of it, the ground it goes on." (Ursula K Le Guin, "Gifts", 2004)

"Stories are webs, interconnected strand to strand, and you follow each story to the center, because the center is the end. Each person is a strand of the story." (Neil Gaiman, "Anansi Boys", 2005)

"People wanted the world to be a story, because stories had to sound right and they had to make sense. People wanted the world to make sense." (Terry Pratchett, "Wintersmith", 2006)

"True stories are the ones that lie open at the border, allowing a crossing, a further frontier. The final frontier is just science fiction - don't believe it. Like the universe, there is no end." (Jeanette Winterson, "The Stone Gods", 2007)

"Arithmetic is the death of story." (Jincy Willett, "The Writing Class", 2008)

"Do you know why teachers use me? Because I speak in tongues. I write metaphors. Every one of my stories is a metaphor you can remember. The great religions are all metaphor. We appreciate things like Daniel and the lion's den, and the Tower of Babel. People remember these metaphors because they are so vivid you can't get free of them and that's what kids like in school." (Ray Bradbury, The Paris Review, [interview] 2010)

"Old stories have a habit of being told and retold and changed. Each subsequent storyteller puts his or her mark upon it. Whatever truth the story once had is buried in bias and embellishment. The reasons do not matter as much as the story itself." (Erin Morgenstern, "The Night Circus", 2011)

"Don't be satisfied with stories, how things have gone with others. Unfold your own myth." (Rumi)

"[...] out of monuments, names, words, proverbs, traditions, private records and evidences, fragments of stories, passages of books, and the like, we do save and recover somewhat from the deluge of time." (Francis Bacon) 

"Of course all children's literature is not fantastic, so all fantastic books need not be children's books. It is still possible, even in an age so ferociously anti-romantic as our own, to write fantastic stories for adults: though you will usually need to have made a name in some more fashionable kind of literature before anyone will publish them." (Clive S Lewis)

On Stories (-1949)

 "A likely impossibility is always preferable to an unconvincing possibility. The story should never be made up of improbable incidents; there should be nothing of the sort in it." (Aristotle, "Poetics", cca. 335 BC)

"In most sciences, one generation tears down what another has built and what one has established another undoes. In mathematics alone, each generation adds a new story to the old structure" (Hermann Hankel, "Die Entwicklung der Mathematik in den letzten Jahrhunderten, 1884)

"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 62 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)

"The story of scientific discovery has its own epic unity - a unity of purpose and endeavour - the single torch passing from hand to hand through the centuries; and the great moments of science when, after long labour, the pioneers saw their accumulated facts falling into a significant order - sometimes in the form of a law that revolutionised the whole world of thought - have an intense human interest, and belong essentially to the creative imagination of poetry." (Alfred Noyes, "Watchers of the Sky", 1922)

"The discovery that all mathematics follows inevitably from a small collection of fundamental laws is one which immeasurably enhances the intellectual beauty of the whole; to those who have been oppressed by the fragmentary and incomplete nature of most existing chains of deduction this discovery comes with all the overwhelming force of a revelation; like a palace emerging from the autumn mist as the traveler ascends an Italian hill-side, the stately stories of the mathematical edifice appear in their due order and proportion, with a new perfection in every part." (Bertrand A W Russell, "Mysticism and Logic and Other Essays", 1925)

"This is the reason why mechanical explanations are better understood than stories, even though they are more difficult to reproduce. The exposition, even if it is faulty, excites analogous schemas already existing in the listener’s mind; so that what takes place is not genuine understanding, but a convergence of acquired schemas of thought. In the case of stories, this convergence is not possible, and the schemas brought into play are usually divergent." (Jean Piaget, "The Language and Thought of the Child", 1926)

On Stories (2020-2029)

"Numbers are ideal vehicles for promulgating bullshit. They feel objective, but are easily manipulated to tell whatever story one desires. Words are clearly constructs of human minds, but numbers? Numbers seem to come directly from Nature herself. We know words are subjective. We know they are used to bend and blur the truth. Words suggest intuition, feeling, and expressivity. But not numbers. Numbers suggest precision and imply a scientific approach. Numbers appear to have an existence separate from the humans reporting them." (Carl T Bergstrom & Jevin D West, "Calling Bullshit: The Art of Skepticism in a Data-Driven World", 2020)

"So what does it mean to tell an honest story? Numbers should be presented in ways that allow meaningful comparisons." (Carl T Bergstrom & Jevin D West, "Calling Bullshit: The Art of Skepticism in a Data-Driven World", 2020)

"To tell an honest story, it is not enough for numbers to be correct. They need to be placed in an appropriate context so that a reader or listener can properly interpret them." (Carl T Bergstrom & Jevin D West, "Calling Bullshit: The Art of Skepticism in a Data-Driven World", 2020)

"[...] scatterplots had advantages over earlier graphic forms: the ability to see clusters, patterns, trends, and relations in a cloud of points. Perhaps most importantly, it allowed the addition of visual annotations (point symbols, lines, curves, enclosing contours, etc.) to make those relationships more coherent and tell more nuanced stories." (Michael Friendly & Howard Wainer, "A History of Data Visualization and Graphic Communication", 2021)

"Scatterplots are valuable because, without having to inspect each individual point, we can see overall aggregate patterns in potentially thousands of data points. But does this density of information come at a price - just how easy are they to read? [...] The truth is such charts can shed light on complex stories in a way words alone - or simpler charts you might be more familiar with - cannot." (Alan Smith, "How Charts Work: Understand and explain data with confidence", 2022)

"Data becomes more useful once it’s transformed into a data visualization or used in a data story. Data storytelling is the ability to effectively communicate insights from a dataset using narratives and visualizations. It can be used to put data insights into context and inspire action from your audience. Color can be very helpful when you are trying to make information stand out within your data visualizations." (Kate Strachnyi, "ColorWise: A Data Storyteller’s Guide to the Intentional Use of Color", 2023)

"Data storytelling is a method of communicating information that is custom-fit for a specific audience and offers a compelling narrative to prove a point, highlight a trend, make a sale, or all of the above. [...] Data storytelling combines three critical components, storytelling, data science, and visualizations, to create not just a colorful chart or graph, but a work of art that carries forth a narrative complete with a beginning, middle, and end." (Kate Strachnyi, "ColorWise: A Data Storyteller’s Guide to the Intentional Use of Color", 2023)

"When the colors are dull and neutral, they can communicate a sense of uniformity and an aura of calmness. Grays do a great job of mapping out the context of your story so that the more sharp colors highlight what you’re trying to explain. The power of gray comes in handy for all of our supporting details such as the axis, gridlines, and nonessential data that is included for comparative purposes. By using gray as the primary color in a visualization, we automatically draw our viewers’ eyes to whatever isn’t gray. That way, if we are interested in telling a story about one data point, we can do so quite easily." (Kate Strachnyi, "ColorWise: A Data Storyteller’s Guide to the Intentional Use of Color", 2023)

On Storytelling

"Storytelling reveals meaning without committing the error of defining it." (Hannah Arendt, "Men in Dark Times", 1968)

"Scientific practice may be considered a kind of storytelling practice [...]" (Donna Haraway, "Primate Visions", 1989)

"Storytelling is the art of unfolding knowledge in a way that makes each piece contribute to a larger truth." (Philip Gerard, "Writing a Book That Makes a Difference", 2000)

"The human mind is a wanton storyteller and even more, a profligate seeker after pattern. We see faces in clouds and tortillas, fortunes in tea leaves and planetary movements. It is quite difficult to prove a real pattern as distinct from a superficial illusion." (Richard Dawkins, "A Devil's Chaplain", 2003))

"We have, as human beings, a storytelling problem. We're a bit too quick to come up with explanations for things we don't really have an explanation for." (Malcolm Gladwell, "Blink: The Power of Thinking Without Thinking", 2005)

"There is an extraordinary power in storytelling that stirs the imagination and makes an indelible impression on the mind." (Brennan Manning, "The Ragamuffin Gospel: Good News for the Bedraggled, Beat-Up, and Burnt Out", 2008)

"Mostly we rely on stories to put our ideas into context and give them meaning. It should be no surprise, then, that the human capacity for storytelling plays an important role in the intrinsically human-centered approach to problem solving, design thinking." (Tim Brown, "Change by Design: How Design Thinking Transforms Organizations and Inspires Innovation", 2009)

"The purpose of a storyteller is not to tell you how to think, but to give you questions to think upon." (Brandon Sanderson, "The Way of Kings", 2010)

"All good design is storytelling. All good storytelling is design." (Steven Heller, "Writing and Research for Graphic Designers: A Designer's Manual to Strategic Communication and Presentation", 2012)

"Nonetheless, storytelling and narrative are essential to the design writing process. Without story - or plot, if you will - what have you got? Even a factual business report can tell a tale, albeit often in a neutral manner. Not all stories have to be dramatic or melodramatic. Storytelling is simply the expres sion of something you, as the writer, believe is of interest to you, as the reader. Indeed, you may well be representative of your average reader." (Steven Heller, "Writing and Research for Graphic Designers: A Designer's Manual to Strategic Communication and Presentation", 2012)

"The storytelling mind is allergic to uncertainty, randomness, and coincidence. It is addicted to meaning. If the storytelling mind cannot find meaningful patterns in the world, it will try to impose them. In short, the storytelling mind is a factory that churns out true stories when it can, but will manufacture lies when it can't." (Jonathan Gottschall, "The Storytelling Animal: How Stories Make Us Human", 2012)

"We are, as a species, addicted to story. Even when the body goes to sleep, the mind stays up all night, telling itself stories." (Jonathan Gottschall, "The Storytelling Animal", 2012)

"Good visualization is a winding process that requires statistics and design knowledge. Without the former, the visualization becomes an exercise only in illustration and aesthetics, and without the latter, one of only analyses. On their own, these are fine skills, but they make for incomplete data graphics. Having skills in both provides you with the luxury - which is growing into a necessity - to jump back and forth between data exploration and storytelling." (Nathan Yau, "Data Points: Visualization That Means Something", 2013)

"The fact of storytelling hints at a fundamental human unease, hints at human imperfection. Where there is perfection there is no story to tell." (Ben Okri, "A Way of Being Free", 2014)

"There is no such thing as a fact. There is only how you saw the fact, in a given moment. How you reported the fact. How your brain processed that fact. There is no extrication of the storyteller from the story." (Jodi Picoult, "Small Great Things", 2016)

"Data storytelling provides a bridge between the worlds of logic and emotion. A data story offers a safe passage for your insights to travel around emotional pitfalls and through analytical resistance that typically impede facts." (Brent Dykes, "Effective Data Storytelling: How to Drive Change with Data, Narrative and Visuals", 2019)

"Data becomes more useful once it’s transformed into a data visualization or used in a data story. Data storytelling is the ability to effectively communicate insights from a dataset using narratives and visualizations. It can be used to put data insights into context and inspire action from your audience. Color can be very helpful when you are trying to make information stand out within your data visualizations." (Kate Strachnyi, "ColorWise: A Data Storyteller’s Guide to the Intentional Use of Color", 2023)

"Data storytelling is a method of communicating information that is custom-fit for a specific audience and offers a compelling narrative to prove a point, highlight a trend, make a sale, or all of the above. [...] Data storytelling combines three critical components, storytelling, data science, and visualizations, to create not just a colorful chart or graph, but a work of art that carries forth a narrative complete with a beginning, middle, and end." (Kate Strachnyi, "ColorWise: A Data Storyteller’s Guide to the Intentional Use of Color", 2023

On Stories (-1974)

"An average does not tell the full story. It is hardly fully representative of a mass unless we know the manner in which the individual items scatter around it. A further description of the series is necessary if we are to gauge how representative the average is." (George Simpson & Fritz Kafka, "Basic Statistics", 1952)

"The construction of an economic model, or of any model or theory for that matter (or the writing of a novel, a short story, or a play) consists of snatching from the enormous and complex mass of facts called reality, a few simple, easily-managed key points which, when put together in some cunning way, become for certain purposes a substitute for reality itself." (Evsey Domar, "Essays in the Theory of Economic Growth", 1957)

"In imagination there exists the perfect mystery story. Such a story presents all the essential clews, and compels us to form our own theory of the case. If we follow the plot carefully we arrive at the complete solution for ourselves just before the author’s disclosure at the end of the book. The solution itself, contrary to those of inferior mysteries, does not disappoint us; moreover, it appears at the very moment we expect it." (Leopold Infeld, "The Evolution of Physics", 1961)

"Of course, you all know the old story that some people use statistics the way an inebriate uses a lamppost - for support rather than for illumination. It is not really that bad at all times. Statistics are indeed used for illumination, the difficulty is that everybody is trying to illuminate a different point." (Hyman L Lewis, [in Gerhard Bry's "Business Cycle Indicators for States and Regions"] 1961)

"The two most important characteristics of the language of statistics are first, that it describes things in quantitative terms, and second, that it gives this description an air of accuracy and precision. The limitations, as well as the advantages, of the statistical approach arise from these two characteristics. For a description of the quantitative aspect of events never gives us the whole story; and even the best statistics are never, and never can be, completely accurate and precise. To avoid misuse of the language we must, therefore, guard against exaggerating the importance of the elements in any situation that can be described quantitatively, and we must know sufficient about the error and inaccuracy of the figures to be able to use them with discretion." (Ely Devons, "Essays in Economics", 1961)

"Taken as a story of human achievement, and human blindness, the discoveries in the sciences are among the great epics." (J Robert Oppenheimer, "Reflections on the resonances of physics history" , 1972)

"Our inability to measure important factors does not mean either that we should sweep those factors under the rug or that we should give them all the weight in a decision. Some important factors in some problems can be assessed quantitatively. And even though thoughtful and imaginative efforts have sometimes turned the 'unmeasurable' into a useful number, some important factors are simply not measurable. As always, every bit of the investigator's ingenuity and good judgment must be brought into play. And, whatever un- knowns may remain, the analysis of quantitative data nonetheless can help us learn something about the world - even if it is not the whole story." (Edward R Tufte, "Data Analysis for Politics and Policy", 1974)

On Stories (1975-1999)

"Exploratory data analysis can never be the whole story, but nothing else can serve as the foundation stone - as the first step." (John W. Tukey, "Exploratory Data Analysis", 1977)

"There are certain basic, known principles about how people's minds go about the business of understanding, and communicating understanding by means of language, which have been known and used for many centuries. No matter how these principles are addressed, they always end up with hierarchic decomposition as being the heart of good storytelling." (Douglas T Ross, "Structured analysis (SA): A language for communicating ideas", IEEE Transactions on Software Engineering Vol. 3 No. 1, 1977)

"A model […] is a story with a specified structure: to explain this catch phrase is to explain what a model is. The structure is given by the logical and mathematical form of a set of postulates, the assumptions of the model. The structure forms an uninterpreted system, in much the way the postulates of a pure geometry are now commonly regarded as doing. The theorems that follow from the postulates tell us things about the structure that may not be apparent from an examination of the postulates alone." (Allan Gibbard & Hal R. Varian, "Economic Models", The Journal of Philosophy, Vol. 75, No. 11, 1978)

"However, for most of us, science functions like myth in that we have no personal experience in the matter. We put our trust in the scientific view given us by our culture and enshrined in its myths. If asked why leaves are green, most of us would probably mutter something about “chlorophyll.” But unless we were specialists, we would simply be repeating the story of someone else’s experience." (Wallace B Clift, "Jung and Christianity", 1982)

"Scientific theories (I have said) begin as imaginative constructions. The begin, if you like, as stories, and the purpose of the critical or rectifying episode in scientific reasoning is precisely to find out whether or not these stories are stories about real life. Literal or empiric truthfulness is not therefore the starting-point of scientific enquiry, but rather the direction in which scientific reasoning moves. If this is a fair statement, it follows that scientific and poetic or imaginative accounts of the world are not distinguishable in their origins. They start in parallel, but diverge from one another at some later stge. We all tell stories, but the stories differ in the purposes we expect them to fulfil and in the kinds of evaluations to which they are exposed." (Sir Peter B Medawar, "Pluto’s Republic: Incorporating the Art of the Soluble and Induction Intuition in Scientific Thought", 1982)

"The purpose of scientific enquiry is not to compile an inventory of factual information, nor to build up a totalitarian world picture of Natural Laws in which every event that is not compulsory is forbidden. We should think of it rather as a logically articulated structure of justifiable beliefs about nature. It begins as a story about a Possible World - a story which we invent and criticize and modify as we go along, so that it winds by being, as nearly as we can make it, a story about real life." (Sir Peter B Medawar, "Pluto’s Republic: Incorporating the Art of the Soluble and Induction Intuition in Scientific Thought", 1982)

"Myth is the system of basic metaphors, images, and stories that in-forms the perceptions, memories, and aspirations of a people; provides the rationale for its institutions, rituals and power structure; and gives a map of the purpose and stages of life." (Sam Keen, "The Passionate Life", 1983)

"Mental models are the images, assumptions, and stories which we carry in our minds of ourselves, other people, institutions, and every aspect of the world. Like a pane of glass framing and subtly distorting our vision, mental models determine what we see. Human beings cannot navigate through the complex environments of our world without cognitive ‘mental maps’; and all of these mental maps, by definition, are flawed in some way." (Peter M Senge, "The Fifth Discipline Fieldbook: Strategies and Tools for Building a Learning Organization", 1994)

"The story of π has been extensively told, no doubt because its history goes back to ancient times, but also because much of it can be grasped without a knowledge of advanced mathematics." (Eli Maor, "e: The Story of a Number", 1994)

"Mystery is found as much in mathematics as in detective stories. Indeed, the mathematician could well be described as a detective, brilliantly exploiting a few initial clues to solve the problem and reveal its innermost secrets. An especially mathematical mystery is that you can often search for some mathematical object, and actually know a lot about it, if it exists, only to discover that in fact it does not exist at all - you knew a lot about something which cannot be." (David Wells, "You Are a Mathematician: A wise and witty introduction to the joy of numbers", 1995)

"The story of calculus brings out two of the main things that mathematics is for: providing tools that let scientists calculate what nature is doing, and providing new questions for mathematicians to sort out to their own satisfaction. These are the external and internal aspects of mathematics, often referred to as applied and pure mathematics." (Ian Stewart, "Nature's Numbers: The unreal reality of mathematics", 1995)

"There is much beauty in nature's clues, and we can all recognize it without any mathematical training. There is beauty, too, in the mathematical stories that start from the clues and deduce the underlying rules and regularities, but it is a different kind of beauty, applying to ideas rather than things." (Ian Stewart, "Nature's Numbers: The unreal reality of mathematics", 1995)

"The most erroneous stories are those we think we know best - and therefore never scrutinize or question." (Stephen Jay Gould, "Life's Grandeur: The Spread of Excellence From Plato to Darwin", 1996)

"When scientists need to explain difficult points of theory, illustration by hypothetical example - rather than by total abstraction - works well (perhaps indispensably) as a rhetorical device. Such cases do not function as speculations in the pejorative sense - as silly stories that provide insight into complex mechanisms - but rather as idealized illustrations to exemplify a difficult point of theory." (Stephen Jay Gould, "Leonardo's Mountain of Clams and the Diet of Worms", 1998)

On Stories (2000-2009)

"Science is that story our society tells itself about the cosmos. Science supposedly provides an objective account of the material world based upon measurement and quantification so that structure, process, movement, and transformation can be described mathematically in terms of fundamental laws." (F David Peat, "From Certainty to Uncertainty", 2002)

"[…] a mathematician is more anonymous than an artist. While we may greatly admire a mathematician who discovers a beautiful proof, the human story behind the discovery eventually fades away and it is, in the end, the mathematics itself that delights us." (Timothy Gowers, "Mathematics", 2002)

"The danger arises when a culture takes its own story as the absolute truth, and seeks to impose this truth on others as the yardstick of all knowledge and belief." (F David Peat, "From Certainty to Uncertainty", 2002)

"The revelation that the graph appears to climb so smoothly, even though the primes themselves are so unpredictable, is one of the most miraculous in mathematics and represents one of the high points in the story of the primes. On the back page of his book of logarithms, Gauss recorded the discovery of his formula for the number of primes up to N in terms of the logarithm function. Yet despite the importance of the discovery, Gauss told no one what he had found. The most the world heard of his revelation were the cryptic words, 'You have no idea how much poetry there is in a table of logarithms.'" (Marcus du Sautoy, "The Music of the Primes", 2003)

"A narrative is similar to a model in three ways. First, narratives, like models, are conceptual constructions under the control of a story teller. Second, a narrative replicates some aspects of past experiences, recalling events that are at least temporally remote, and in most cases far away. Here's the present teller, close to the reader or listener, and there at a distance is the tale. Third, a narrative has a projective dimension. Reflection on past activity leads to planning and projection of future activity, so that the story teller anticipates encounters yet to occur. The projective aspect of narratives, and models, is essential for revealing unobserved, but observable, events." (Daniel Rothbart [Ed.], "Modeling: Gateway to the Unknown", 2004)

"The story of π reflects the most seminal, the most serious and sometimes the silliest aspects of mathematics. A surprising amount of the most important mathematicians and a significant number of the most important mathematicians have contributed to its unfolding - directly or otherwise." (J Lennart Berggren et al, "π", 2004)

"A meme is to thinking what a gene is to evolution. A meme is defined as any idea, behavior, or skill. Like a gene, it can replicate by transferring from one person to another by imitation: stories, fashions, inventions, recipes, songs, ways of plowing a field or throwing a baseball or making a sculpture. Like a gene, it competes with other memes, as ideas and behavior compete in a culture and between cultures." (Didier Sornette, "Why Stock Markets Crash: Critical Events in Complex Financial Systems", 2003)

"In science, all important ideas need names and stories to fix them in the memory." (Benoît B Mandelbrot, "The (Mis)Behavior of Markets", 2004)

"Limit a sentence to no more than three numerical values. If you've got more important quantities to report, break those up into other sentences. More importantly, however, make sure that each number is an important piece of information. Which are the important numbers that truly advance the story?" (Charles Livingston & Paul Voakes, "Working with Numbers and Statistics: A handbook for journalists", 2005)

"Numbers are often useful in stories because they record a recent change in some amount, or because they are being compared with other numbers. Percentages, ratios and proportions are often better than raw numbers in establishing a context." (Charles Livingston & Paul Voakes, "Working with Numbers and Statistics: A handbook for journalists", 2005)

"An infographic’s headline should summarize the main point of the presentation. Any introductory text or 'chatter' should explain the most newsworthy information within the context of the visual story being told; i.e., is the what of the story most important? Is the how of the story most important?, etc." (Jennifer George-Palilonis," A Practical Guide to Graphics Reporting: Information Graphics for Print, Web & Broadcast", 2006)

"Mathematical problems, or puzzles, are important to real mathematics (like solving real-life problems), just as fables, stories, and anecdotes are important to the young in understanding real life. Mathematical problems are ‘sanitized’ mathematics, where an elegant solution has already been found (by someone else, of course), the question is stripped of all superfluousness and posed in an interesting and (hopefully) thought-provoking way. If mathematics is likened to prospecting for gold, solving a good mathematical problem is akin to a ‘hide-and-seek’ course in gold-prospecting: you are given a nugget to find, and you know what it looks like, that it is out there somewhere, that it is not too hard to reach, that it is unearthing within your capabilities, and you have conveniently been given the right equipment (i.e. data) to get it. It may be hidden in a cunning place, but it will require ingenuity rather than digging to reach it." (Terence Tao, "Solving Mathematical Problems: A Personal Perspective", 2006)

"The appeal of Monstrous Moonshine lies in its mysteriousness: it unexpectedly associates various special modular functions with the Monster, even though modular functions and elements of Mare conceptually incommensurable. Now, ‘understanding’ something means to embed it naturally into a broader context. Why is the sky blue? Because of the way light scatters in gases. Why does light scatter in gases the way it does? Because of Maxwell’s equations. In order to understand Monstrous Moonshine, to resolve the mystery, we should search for similar phenomena, and fit them all into the same story." (Terry Gannon, "Moonshine Beyond the Monster: The Bridge Connecting Algebra, Modular Forms and Physics", 2006)

"Mathematical problems, or puzzles, are important to real mathematics (like solving real-life problems), just as fables, stories, and anecdotes are important to the young in understanding real life. Mathematical problems are ‘sanitized’ mathematics, where an elegant solution has already been found (by someone else, of course), the question is stripped of all superfluousness and posed in an interesting and (hopefully) thought-provoking way. If mathematics is likened to prospecting for gold, solving a good mathematical problem is akin to a ‘hide-and-seek’ course in gold-prospecting: you are given a nugget to find, and you know what it looks like, that it is out there somewhere, that it is not too hard to reach, that it is unearthing within your capabilities, and you have conveniently been given the right equipment (i.e. data) to get it. It may be hidden in a cunning place, but it will require ingenuity rather than digging to reach it." (Terence Tao, "Solving Mathematical Problems: A Personal Perspective", 2006)

"We all construct mental models that describe our various mental states, bodies of knowledge about our abilities, depictions of our acquaintances, and collections of stories about our pasts. Then, whenever we use our models of ourselves, we tend to use terms like conscious - when those reflections lead to choices we make, and we use unconscious or unintentional to describe those activities that we regard as beyond our control." (Marvin Minsky, "The Emotion Machine: Commonsense thinking, artificial intelligence, and the future of the human mind", 2006)

"Oftentimes a statistical graphic provides the evidence for a plausible story, and the evidence, though perhaps only circumstantial, can be quite convincing. […] But such graphical arguments are not always valid. Knowledge of the underlying phenomena and additional facts may be required." (Howard Wainer, "Graphic Discovery: A trout in the milk and other visuals" 2nd, 2008)

"Great stories agree with our worldview. The best stories don't teach people anything new. Instead the best stories agree with what the audience already believes and makes the members of the audience feel smart and secure when reminded how right they were in the thirst place." (Seth Godin, "All Marketers are Liars", 2009)

"Mostly we rely on stories to put our ideas into context and give them meaning. It should be no surprise, then, that the human capacity for storytelling plays an important role in the intrinsically human-centered approach to problem solving, design thinking." (Tim Brown, "Change by Design: How Design Thinking Transforms Organizations and Inspires Innovation", 2009)

On Stories (2010-2019)

"An ending is an artificial device; we like endings, they are satisfying, convenient, and a point has been made. But time does does not end, and stories march in step with time. Equally, chaos theory does not assume an ending; the ripple effect goes on, and on." (Penelope Lively, "How It All Began", 2011)

"For too many traditional journalists, infographics are mere ornaments to make the page look lighter and more attractive for audiences who grow more impatient with long-form stories every day. Infographics are treated not as devices that expand the scope of our perception and cognition, but as decoration." (Alberto Cairo, "The Functional Art", 2011)

"It is the consistency of the information that matters for a good story, not its completeness. Indeed, you will often find that knowing little makes it easier to fit everything you know into a coherent pattern." (Daniel Kahneman, "Thinking, Fast and Slow", 2011)

"The confidence we experience as we make a judgment is not a reasoned evaluation of the probability that it is right. Confidence is a feeling, one determined mostly by the coherence of the story and by the ease with which it comes to mind, even when the evidence for the story is sparse and unreliable. The bias toward coherence favors overconfidence. An individual who expresses high confidence probably has a good story, which may or may not be true." (Daniel Kahneman, "Don't Blink! The Hazards of Confidence", 2011)

"A proof is simply a story. The characters are the elements of the problem, and the plot is up to you. The goal, as in any literary fiction, is to write a story that is compelling as a narrative. In the case of mathematics, this means that the plot not only has to make logical sense but also be simple and elegant. No one likes a meandering, complicated quagmire of a proof. We want to follow along rationally to be sure, but we also want to be charmed and swept off our feet aesthetically. A proof should be lovely as well as logical."(Paul Lockhart, "Measurement", 2012)

"But the drifting apart of pure and applied mathematics is not the whole story. The two worlds are tied more closely than you might imagine. Each contributes many ideas to the other, often in unexpected ways." (David Mumford, ["The Best Writing of Mathematics: 2012"] 2012)

"Equations have hidden powers. They reveal the innermost secrets of nature. […] The power of equations lies in the philosophically difficult correspondence between mathematics, a collective creation of human minds, and an external physical reality. Equations model deep patterns in the outside world. By learning to value equations, and to read the stories they tell, we can uncover vital features of the world around us." (Ian Stewart, "In Pursuit of the Unknown", 2012)

"The first thing that you should understand about science is that it is almost always uncertain. The scientific process allows science to move ahead without waiting for an elusive 'proof positive'. […] How can science afford to act on less than certainty? Because science is a continuing story - always retesting ideas. One scientific finding leads scientists to conduct more research, which may support and expand on the original finding." (Victor Cohn & Lewis Cope, "News & Numbers: A writer’s guide to statistics" 3rd Ed, 2012)

"The process of visual analysis can potentially go on endlessly, with seemingly infinite combinations of variables to explore, especially with the rich opportunities bigger data sets give us. However, by deploying a disciplined and sensible balance between deductive and inductive enquiry you should be able to efficiently and effectively navigate towards the source of the most compelling stories." (Andy Kirk, "Data Visualization: A successful design process", 2012)

"The story of evolution unfolds with increasing levels of abstraction." (Ray Kurzweil, "How to Create a Mind", 2012) 

"Good infographic design is about storytelling by combining data visualization design and graphic design." (Randy Krum, "Good Infographics: Effective Communication with Data Visualization and Design", 2013)

"Many of the stories economists tell take the form of models - for whatever else they are, economic models are stories about how the world works." (Paul Krugman & Robin Wells, "Economics" 3rd Ed., 2013)

"Stories are how we think. They are how we make meaning of life. Call them schemas, scripts, mental maps, ideas, metaphors, or narratives. Stories are how we inspire and motivate human beings. Great stories help us to understand our place in the world, create our identity, discover our purpose, form our character and define and teach human values." (Jeroninio Almeida, "Karma Kurry for the Mind, Body, Heart & Soul", 2013)

"Graphs can help us interpret data and draw inferences. They can help us see tendencies, patterns, trends, and relationships. A picture can be worth not only a thousand words, but a thousand numbers. However, a graph is essentially descriptive - a picture meant to tell a story. As with any story, bumblers may mangle the punch line and the dishonest may lie." (Gary Smith, "Standard Deviations", 2014)

"We use maps to help us understand the world around us in the most effective and efficient way. Maps can summarize, clarify, explain, and emphasize aspects of our environment. Maps can play many roles. They support navigation and decision making, they of f er insight into spatial patterns and relationships among mapped phenomena, and […] they can tell stories. Maps do this well because they symbolize and abstract the reality they represent." (Menno-Jan Kraak, "Mapping Time: Illustrated by Minard’s map of Napoleon’s Russian Campaign of 1812", 2014)

"A worldview is a commitment, a fundamental orientation of the heart, that can be expressed as a story or in a set of presuppositions (assumptions which may be true, partially true or entirely false) which we hold (consciously or subconsciously, consistently or inconsistently) about the basic constitution of reality, and that provides the foundations on which we live and more and have our being." (James W Sire, "Naming the Elephant: Worldview as a Concept", 2015)

"All cultures organize themselves around a story, which tells them how the world came into being - a creation myth." (William Byers, "Deep Thinking: What Mathematics Can Teach Us About the Mind", 2015)

"A good chart can tell a story about the data, helping you understand relationships among data so you can make better decisions. The wrong chart can make a royal mess out of even the best data set." (John H Johnson & Mike Gluck, "Everydata: The misinformation hidden in the little data you consume every day", 2016)

"The aim of physics is not merely to tell a convincing story about every object and every event in the material universe but to produce a single epic, a coherent theory for describing nature." (Hans C von Baeyer, "QBism: The future of quantum physics", 2016)

"A worldview is simply someone's relatively organized understanding of what the world is actually like. [...] Worldviews have four elements that help us understand how a person's story fits together: creation, fall, redemption, and restoration. ‘Creation’ tells us how things began, where everything came from (including us), the reason for our origins, and what ultimate reality is like. ‘Fall’ describes the problem (since we all know something has gone wrong with the world). ‘Redemption’ gives us the solution, the way to fix what went wrong. ‘Restoration’ describes what the world would look like once the repair begins to take place." (Greg Koukl, [interview with Jonathan Petersen], 2017)

"All human storytellers bring their subjectivity to their narratives. All have bias, and possibly error. Acknowledging and defusing that bias is a vital part of successfully using data stories. By debating a data story collaboratively and subjecting it to critical thinking, organizations can get much higher levels of engagement with data and analytics and impact their decision making much more than with reports and dashboards alone." (James Richardson, 2017)

"Euler’s general formula, e^iθ = cos θ + i sin θ, also played a role in bringing about the happy ending of the imaginaries’ ugly duckling story. [...] Euler showed that e raised to an imaginary-number power can be turned into the sines and cosines of trigonometry." (David Stipp, "A Most Elegant Equation: Euler's Formula and the Beauty of Mathematics", 2017)

"Most of us have difficulty figuring probabilities and statistics in our heads and detecting subtle patterns in complex tables of numbers. We prefer vivid pictures, images, and stories. When making decisions, we tend to overweight such images and stories, compared to statistical information. We also tend to misunderstand or misinterpret graphics." (Daniel J Levitin, "Weaponized Lies", 2017)

"[…] the story of π is the deeply ironic tale of one thinker after another trying to nail down the size of a number that is fundamentally immeasurable. (Because it’s irrational.)" (David Stipp, "A Most Elegant Equation: Euler's Formula and the Beauty of Mathematics", 2017)

"An all-inclusive model would be like the map in the famous story by Borges - perfect and inclusive because it was identical to the territory it was mapping." (Reuben Hersh,” Mathematics as an Empirical Phenomenon, Subject to Modeling”, 2017) 

"History of mathematics is done by mathematicians as well as historians. History models mathematics as a segment of the ongoing story of human culture. Mathematicians are likely to see the past through the eyes of the present, and ask, ‘Was it important? natural? deep? surprising? elegant?’ The historian sees mathematics as a thread in the ever-growing web of human life, intimately interwoven with finance and technology, with war and peace. Today's mathematics is the culmination of all that has happened before now, yet to future viewpoints it will seem like a brief, outmoded stage of the past." (Reuben Hersh, "Mathematics as an Empirical Phenomenon, Subject to Modeling", 2017)

"[…] the story of π is the deeply ironic tale of one thinker after another trying to nail down the size of a number that is fundamentally immeasurable. (Because it’s irrational.)" (David Stipp, "A Most Elegant Equation: Euler's Formula and the Beauty of Mathematics", 2017)

"Infographics combine art and science to produce something that is not unlike a dashboard. The main difference from a dashboard is the subjective data and the narrative or story, which enhances the data-driven visual and engages the audience quickly through highlighting the required context." (Travis Murphy, "Infographics Powered by SAS®: Data Visualization Techniques for Business Reporting", 2018)

"The second rule of communication is to know what you want to achieve. Hopefully the aim is to encourage open debate, and informed decision-making. But there seems no harm in repeating yet again that numbers do not speak for themselves; the context, language and graphic design all contribute to the way the communication is received. We have to acknowledge we are telling a story, and it is inevitable that people will make comparisons and judgements, no matter how much we only want to inform and not persuade. All we can do is try to pre-empt inappropriate gut reactions by design or warning." (David Spiegelhalter, "The Art of Statistics: Learning from Data", 2019)

"The story of life is really two narratives tightly interwoven. One concerns complex chemistry, a rich and elaborate network of reactions. The other is about information, not merely passively stored in genes but coursing through organisms and permeating biological matter to bestow a unique form of order. Life is thus an amalgam of two restlessly shifting patterns, chemical and informational. These patterns are not independent but are coupled together to form a system of cooperation and coordination that shuffles bits of information in a finely choreographed ballet." (Paul Davies, "The Demon in the Machine: How Hidden Webs of Information Are Solving the Mystery of Life", 2019)

Michael J Moroney

"A statistical analysis, properly conducted, is a delicate dissection of uncertainties, a surgery of suppositions." (Michael J Moroney, "Facts from Figures", 1951)

"Historically, Statistics is no more than State Arithmetic, a system of computation by which differences between individuals are eliminated by the taking of an average. It has been used - indeed, still is used - to enable rulers to know just how far they may safely go in picking the pockets of their subjects." (Michael J Moroney, "Facts from Figures", 1951)

"If you are young, then I say: Learn something about statistics as soon as you can. Don’t dismiss it through ignorance or because it calls for thought. [...] If you are older and already crowned with the laurels of success, see to it that those under your wing who look to you for advice are encouraged to look into this subject. In this way you will show that your arteries are not yet hardened, and you will be able to reap the benefits without doing overmuch work yourself. Whoever you are, if your work calls for the interpretation of data, you may be able to do without statistics, but you won’t do as well." (Michael J Moroney, "Facts from Figures", 1951)

"Statistics is not the easiest subject to teach, and there are those to whom anything savoring of mathematics is regarded as for ever anathema." (Michael J Moroney, "Facts from Figures", 1951)

"The statistician’s job is to draw general conclusions from fragmentary data. Too often the data supplied to him for analysis are not only fragmentary but positively incoherent, so that he can do next to nothing with them. Even the most kindly statistician swears heartily under his breath whenever this happens." (Michael J Moroney, "Facts from Figures", 1951)

"There is more than a germ of truth in the suggestion that, in all society where statisticians thrive, liberty and individuality are likely to be emasculated." (Michael J Moroney, "Facts from Figures", 1951)

On Teaching (1990-1999)

"True Dialogue occurs when teachers ask questions to which they do not presume to already know the 'correct answer'." (Jay Lemke, "Talking Science: Language, Learning and Values", 1990)

"One of the lessons that the history of mathematics clearly teaches us is that the search for solutions to unsolved problems, whether solvable or unsolvable, invariably leads to important discoveries along the way. (Carl B Boyer & Uta C Merzbach, "A History of Mathematics", 1991)

"Probability does pervade the universe, and in this sense, the old chestnut about baseball imitating life really has validity. The statistics of streaks and slumps, properly understood, do teach an important lesson about epistemology, and life in general. The history of a species, or any natural phenomenon, that requires unbroken continuity in a world of trouble, works like a batting streak. All are games of a gambler playing with a limited stake against a house with infinite resources. The gambler must eventually go bust. His aim can only be to stick around as long as possible, to have some fun while he's at it, and, if he happens to be a moral agent as well, to worry about staying the course with honor!" (Stephen J Gould, 1991)

"[...] the first reason for teaching science to non scientists is that many of these nonscientists have a genuine desire to learn about science, and this, after all, is the best reason for teaching anything to anyone." (Jeremy Bernstein, "Cranks, Quarks, and the Cosmos: Writings on Science", 1993)

"We have to teach non-statisticians to recognize where statistical expertise is required. No one else will. We teach students how to solve simple statistical problems, but how often do we make any serious effort to teach them to recognize situations that call for statistical expertise that is beyond the technical content of the course." (Christopher J Wild, "Embracing the ‘Wider view’ of Statistics", The American Statistician 48, 1994)

"There are aspects of statistics other than it being intellectually difficult that are barriers to learning. For one thing, statistics does not benefit from a glamorous image that motivates students to persist through tedious and frustrating lessons[...]there are no TV dramas with a good-looking statistician playing the lead, and few mothers’ chests swell with pride as they introduce their son or daughter as 'the statistician'." (Chap T Le & James R Boen, "Health and Numbers: Basic Statistical Methods", 1995)

"Whoever teaches learns in the act of teaching, and whoever learns teaches in the act of learning." (Paulo Freire, "Pedagogy of Freedom", 1996)

"Because no one becomes statistically self-sufficient after one semester of study, I try to prepare students to become intelligent consumers of the assistance that they will inevitably seek. Service courses train future clients, not future statisticians." (Michael W Tosset, "Statistical Science", 1998)

"A teacher who cannot explain any abstract subject to a child does not himself thoroughly understand his subject; if he does not attempt to break down his knowledge to fit the child's mind, he does not understand teaching." (Fulton J Sheen, "Life Is Worth Living", 1999)

On Teaching (1979-1979)

 "By showing us the extreme diversity of the factors involved in scientific creativity, the history of science teaches us that we should open the doors of our laboratories more widely. If we put that lesson into practice, our reflection on the past will have had a beneficial effect on the future." (Jean Rostand, "Humanly Possible: A Biologist’s Note on the Future of Mankind", 1970)

"Many teachers and textbook writers have never recognized the power of sheer intellectual curiosity as a motive for the highest type of work in mathematics, and as a consequence they have failed to organize and present the work in a manner designed to stimulate the student’s interest through a challenge to his curiosity." (Charles H Butler & F Lynwood Wren, "The Teaching of Secondary Mathematics" 5th Ed., 1970)

"Each generation has its few great mathematicians, and mathematics would not even notice the absence of the others. They are useful as teachers, and their research harms no one, but it is of no importance at all. A mathematician is great or he is nothing." (Alfred Adler, "Mathematics and Creativity", New Yorker Magazine, 1972) 

"There are two subcategories of holist called irredundant holists and redundant holists. Students of both types image an entire system of facts or principles. Though an irredundant holist's image is rightly interconnected, it contains only relevant and essential constitents. In contrast, redundant holists entertain images that contain logically irrelevant or overspecific material, commonly derived from data used to 'enrich' the curriculum, and these students embed the salient facts and principles in a network of redundant items. Though logically irrelevant, the items in question are of great psychological importance to a 'redundant holist', since he uses them to access, retain and manipulate whatever he was originally required to learn." (Gordon Pask, "Learning Strategies and Individual Competence", 1972)

"A professor’s enthusiasm for teaching introductory courses varies inversely with the likelihood of his having to do it." (Thomas L Martin Jr, "Malice in Blunderland", 1973)

"Small wonder that students have trouble [with statistical hypothesis testing]. They may be trying to think." (W Edwards Deming, "On probability as a basis for action", American Statistician 29, 1975)

"We don’t teach our students enough of the intellectual content of experiments - their novelty and their capacity for opening new fields. [...] My own view is that you take these things personally. You do an experiment because your own philosophy makes you want to know the result. It’s too hard, and life is too short, to spend your time doing something because someone else has said it’s important. You must feel the thing yourself [...]" (Isidor Isaac Rabi, The New Yorker Magazine, October 13, 1975)

"I would [...] urge that people be introduced to [chaos] early in their mathematical education. [Chaos] can be studied phenomenologically by iterating it on a calculator, or even by hand. Its study does not involve as much conceptual sophistication as does elementary calculus. Such study would greatly enrich the student's intuition. Not only in research, but also in the everyday world of politics and economics, we would all be better off if more people realised that simple nonlinear systems do not necessarily possess simple dynamical properties." (Robert May, "Simple mathematical models with very complicated dynamics", Nature 26(5560), 1976)

On Teaching (1960-1969)

"Every mathematician agrees that every mathematician must know some set theory; the disagreement begins in trying to decide how much is some. [...] The student's task in learning set theory is to steep himself in unfamiliar but essentially shallow generalities till they become so familiar that they can be used with almost no conscious effort. In other words, general set theory is pretty trivial stuff really, but, if you want to be a mathematician, you need some, and here it is; read it, absorb it, and forget it [...] the language and notation are those of ordinary informal mathematics. A more important way in which the naive point of view predominates is that set theory is regarded as a body of facts, of which the axioms are a brief and convenient summary; in the orthodox axiomatic view the logical relations among various axioms are the central objects of study." (Paul R Halmos, "Naive Set Theory", 1960)

"The first [principle], is that a mathematical theory can only he developed axiomatically in a fruitful way when the student has already acquired some familiarity with the corresponding material - a familiarity gained by working long enough with it on a kind of experimental, or semiexperimental basis, i.e. with constant appeal to intuition. The other principle [...]  is that when logical inference is introduced in some mathematical question, it should always he presented with absolute honesty - that is, without trying to hide gaps or flaws in the argument; any other way, in my opinion, is worse than giving no proof at all." (Jean Dieudonné, "Thinking in School Mathematics", 1961)

"The teaching of probabilistic reasoning, so very common and important a feature of modern science, is hardly developed in our educational system before college." (Jerome S Bruner, , "The Process of Education", 1961)

"But both managed to understand mathematics and to make a 'fair' number of contributions to the subject. Rigorous proof is not nearly so important as proving the worth of what we are teaching; and most teachers, instead of being concerned about their failure to be sufficiently rigorous, should really be concerned about their failure to provide a truly intuitive approach.. The general principle, then, is that the rigor should be suited to the mathematical age of the student and not to the age of mathematics." (Morris Kline, "Mathematics: A Cultural Approach", 1962) 

"Creativity is the heart and soul of mathematics at all levels. The collection of special skills and techniques is only the raw material out of which the subject itself grows. To look at mathematics without the creative side of it, is to look at a black-and-white photograph of a Cezanne; outlines may be there, but everything that matters is missing." (Robert C Buck "Teaching Machines and Mathematics Programs",  The American Mathematical Monthly 69, 1962)

"The word model is used as a noun, adjective, and verb, and in each instance it has a slightly different connotation. As a noun 'model' is a representation in the sense in which an architect constructs a small-scale model of a building or a physicist a large-scale model of an atom. As an adjective 'model' implies a degree or perfection or idealization, as in reference to a model home, a model student, or a model husband. As a verb 'to model' means to demonstrate, to reveal, to show what a thing is like." (Russell L Ackoff, "Scientific method: optimizing applied research decisions", 1962)

"Determinants are often advertised to students of elementary mathematics as a computational device of great value and efficiency for solving numerical problems involving systems of linear equations. This is somewhat misleading, for their value in problems of this kind is very limited. On the other hand, they do have definite importance as a theoretical tool. Briefly, they provide a numerical means of distinguishing between singular and non-singular matrices (and operators)." (George F Simmons, "Introduction to Topology and Modern Analysis", 1963)

"Science is a way to teach how something gets to be known, what is not known, to what extent things are known (for nothing is known absolutely), how to handle doubt and uncertainty, what the rules of evidence are, how to think about things so that judgments can be made, how to distinguish truth from fraud, and from show." (Richard P Feynman, "The Problem of Teaching Physics in Latin America", Engineering and Science, 1963)

"Creative activity could be described as a type of learning process where teacher and pupil are located in the same individual." (Arthur Koestler, "Drinkers of Infinity: Essays 1955-1967", 1967)

"Teaching is more difficult than learning because what teaching calls for is this: to let learn. The real teacher, in fact, let nothing else be learned than learning. His conduct, therefore, often produces the impression that we properly learn nothing from him, if by ‘learning’ we now suddenly understand merely the procurement of useful information." (Martin Heidegger, "What is called thinking?", 1968)

"But, really, mathematics is not religion; it cannot be founded on faith. And what was most important, the methods yielding such remarkable results in the hands of the great masters began to lead to errors and paradoxes when employed by their less talented students. The masters were kept from error by their perfect mathematical intuition, that subconscious feeling that often leads to the right answer more quickly than lengthy logical reasoning. But the students did not possess this intuition […]" (Naum Ya. Vilenkin, "Stories about Sets", 1968)

"Science does not exclude faith. […] Science does not teach a harsh materialism. It does not teach anything beyond its boundaries, and those boundaries have been severely limited by science itself." (Vannevar Bush, "Modern Arms and Free Men", 1968)

"Science progresses not only because it helps to explain newly discovered facts, but also because it teaches us over and over again what the word 'understanding' may mean." (Werner K Heisenberg, "Physics and Beyond: Encounters and Conversations", 1969)

On Teaching (-1849)

"If I am given a formula, and I am ignorant of its meaning, it cannot teach me anything, but if I already know it what does the formula teach me?" (Saint Augustine of Hippo, "De Magistro", cca. 5th century)

"For in such a case, the teacher has a double job: the first to erase the [effects of] previous faulty instruction, the second to give the student true and correct training." (John of Salisbury, "Metalogicon", 1159)

"Often I have considered the fact that most of the difficulties which block the progress of students trying to learn analysis stem from this: that although they understand little of ordinary algebra, still they attempt this more subtle art. From this it follows not only that they remain on the fringes, but in addition they entertain strange ideas about the concept of the infinite, which they must try to use." (Leonhard Euler, "Introduction to Analysis of the Infinite", 1748)

"To know how to suggest is the great art of teaching. To attain it we must be able to guess what will interest." (Henri-Frédéric Amiel, 1864)

"The first thing to be attended to in reading any algebraical treatise, is the gaining a perfect understanding of the different processes there exhibited, and of their connection with one another. This cannot be attained by a mere reading of the book, however great the attention which may be given. It is impossible, in a mathematical work, to fill up every process in the manner in which it must be filled up in the mind of the student before he can be said to have completely mastered it. Many results must be given of which the details are suppressed, such are the additions, multiplications, extractions of the square root, etc., with which the investigations abound. These must not be taken on trust by the student, but must be worked by his own pen, which must never be out of his hand, while engaged in any algebraical process." (Augustus de Morgan, "On the Study and Difficulties of Mathematics", 1830)

"There is no teaching until the pupil is brought into the same state or principle in which you are; a transfusion takes place; he is you, and you are he; then is a teaching; and by no unfriendly chance or bad company can he ever lose the benefit." (Ralph W Emerson, "Essays", 1841)

On Teaching (1850-1874)

"This science, Geometry, is one of indispensable use and constant reference, for every student of the laws of nature; for the relations of space and number are the alphabet in which those laws are written. But besides the interest and importance of this kind which geometry possesses, it has a great and peculiar value for all who wish to understand the foundations of human knowledge, and the methods by which it is acquired. For the student of geometry acquires, with a degree of insight and clearness which the unmathematical reader can but feebly imagine, a conviction that there are necessary truths, many of them of a very complex and striking character; and that a few of the most simple and self-evident truths which it is possible for the mind of man to apprehend, may, by systematic deduction, lead to the most remote and unexpected results." (William Whewell, "The Philosophy of the Inductive Sciences", 1858)

"Few will deny that even in the first scientific instruction in mathematics the most rigorous method is to be given preference over all others. Especially will every teacher prefer a consistent proof to one which is based on fallacies or proceeds in a vicious circle, indeed it will be morally impossible for the teacher to present a proof of the latter kind consciously and thus in a sense deceive his pupils. Notwithstanding these objectionable so-called proofs, so far as the foundation and the development of the system is concerned, predominate in our textbooks to the present time. Perhaps it will be answered, that rigorous proof is found too difficult for the pupil’s power of comprehension. Should this be anywhere the case, - which would only indicate some defect in the plan or treatment of the whole, - the only remedy would be to merely state the theorem in a historic way, and forego a proof with the frank confession that no proof has been found which could be comprehended by the pupil; a remedy which is ever doubtful and should only be applied in the case of extreme necessity. But this remedy is to be preferred to a proof which is no proof, and is therefore either wholly unintelligible to the pupil, or deceives him with an appearance of knowledge which opens the door to all superficiality and lack of scientific method." (Hermann G Grassmann, "Stücke aus dem Lehrbuche der Arithmetik", 1861)

"However good lectures may be, and however extensive the course of reading by which they are followed up, they are but accessories to the great instrument of scientific teaching — demonstration." (Thomas H Huxley, "A Lobster; or, The Study of Zoology", 1861)

"[...] good methods can teach us to develop and use to better purpose the faculties with which nature has endowed us, while poor methods may prevent us from turning them to good account. Thus the genius of inventiveness, so precious in the sciences, may be diminished or even smothered by a poor method, while a good method may increase and develop it." (Claude Bernard,, "An Introduction to the Study of Experimental Medicine", 1865)

"Observation, then, is what shows facts.; experiment is what teaches about facts and gives experience in relation to anything." (Claude Bernard, "An Introduction to the Study of Experimental Medicine", 1865)

"Nothing can be more fatal to progress than a too confident reliance on mathematical symbols; for the student is only too apt to take the easier course, and consider the formula not the fact as the physical reality." (William T Kelvin & Peter G Tait, "Treatise on Natural Philosophy", 1867)

"It is very desirable to have a word to express the Availability for work of the heat in a given magazine; a term for that possession, the waste of which is called Dissipation. Unfortunately the excellent word Entropy, which Clausius has introduced in this connexion, is applied by him to the negative of the idea we most naturally wish to express. It would only confuse the student if we were to endeavour to invent another term for our purpose. But the necessity for some such term will be obvious from the beautiful examples which follow. And we take the liberty of using the term Entropy in this altered sense [...] The entropy of the universe tends continually to zero." (Peter G Tait, "Sketch Of Thermodynamics", 1868)

"Therefore, the great business of the scientific teacher is, to imprint the fundamental, irrefragable facts of his science, not only by words upon the mind, but by sensible impressions upon the eye, and ear, and touch of the student, in so complete a manner, that every term used, or law enunciated, should afterwards call up vivid images of the particular structural, or other, facts which furnished the demonstration of the law, or the illustration of the term." (Thomas H Huxley, "Lay Sermons, Addresses and Reviews", 1870)

"The teacher who is attempting to teach without inspiring the pupil to learn is hammering on cold iron." (Horace Mann, "Thoughts Selected from the Writings of Horace Mann", 1872

"The success of academic teaching is based on the teacher continuously inducing his student to engage in independent research. The teacher achieves this by the fact that the very layout of materials when stating the subject and demonstration of guiding ideas shows the student the way which would lead a mature thinker who possesses all observations to new results in the right sequence or to a better substantiation of the already known results." (Karl Weierstrass, [speech] 1873)

"Thought is symbolical of Sensation as Algebra is of Arithmetic, and because it is symbolical, is very unlike what it symbolises. For one thing, sensations are always positive; in this resembling arithmetical quantities. A negative sensation is no more possible than a negative number. But ideas, like algebraic quantities, may be either positive or negative. However paradoxical the square of a negative quantity, the square root of an unknown quantity, nay, even in imaginary quantity, the student of Algebra finds these paradoxes to be valid operations. And the student of Philosophy finds analogous paradoxes in operations impossible in the sphere of Sense. Thus although it is impossible to feel non-existence, it is possible to think it; although it is impossible to frame an image of Infinity, we can, and do, form the idea, and reason on it with precision. (George H Lewes "Problems of Life and Mind", 1873)

On Teaching (2000-2009)

"Two types of graphic organizers are commonly used for comparison: the Venn diagram and the comparison matrix [...] the Venn diagram provides students with a visual display of the similarities and differences between two items. The similarities between elements are listed in the intersection between the two circles. The differences are listed in the parts of each circle that do not intersect. Ideally, a new Venn diagram should be completed for each characteristic so that students can easily see how similar and different the elements are for each characteristic used in the comparison." (Robert J. Marzano et al, "Classroom Instruction that Works: Research-based strategies for increasing student achievement, 2001)

"Mathematics is often thought to be difficult and dull. Many people avoid it as much as they can and as a result much of the population is mathematically illiterate. This is in part due to the relative lack of importance given to numeracy in our culture, and to the way that the subject has been presented to students." (Julian Havil , "Gamma: Exploring Euler's Constant", 2003)

"Another aspect of representativeness that is misunderstood or ignored is the tendency of regression to the mean. Stochastic phenomena where the outcomes vary randomly around stable values (so-called stationary processes) exhibit the general tendency that extreme outcomes are more likely to be followed by an outcome closer to the mean or mode than by other extreme values in the same direction. For example, even a bright student will observe that her or his performance in a test following an especially outstanding outcome tends to be less brilliant. Similarly, extremely low or extremely high sales in a given period tend to be followed by sales that are closer to the stable mean or the stable trend." (Hans G Daellenbach & Donald C McNickle, "Management Science: Decision making through systems thinking", 2005)

"Many people believe that all of mathematics has already been discovered and codified. Mathematicians (they think) do nothing except rearrange the material in different ways for different types of students. This seems to be the result of the cut-and-dried method of teaching mathematics in many high schools and universities. The facts are laid out in the cleanest logical order. Little attempt is made to show how someone once had to invent it all, at first in a confused way, and that only later was it possible to give it this neat form." (Avner Ash & Robert Gross, "Fearless Symmetry: Exposing the hidden patterns of numbers", 2006)

"Math is actually very important, but because it genuinely is difficult, nearly all of the teaching slots are occupied with making sure that students learn how to solve certain types of problem and get the answers right. There isn't time to tell them about the history of the subject, about its connections with our culture and society, about the huge quantity of new mathematics that is created every year, or about the unsolved questions, big and little, that litter the mathematical landscape." (Ian Stewart, "Letters to a Young Mathematician", 2006)

"But in mathematics there is a kind of threshold effect, an intellectual tipping point. If a student can just get over the first few humps, negotiate the notational peculiarities of the subject, and grasp that the best way to make progress is to understand the ideas, not just learn them by rote, he or she can sail off merrily down the highway, heading for ever more abstruse and challenging ideas, while an only slightly duller student gets stuck at the geometry of isosceles triangles." (Ian Stewart, "Why Beauty is Truth: A history of symmetry", 2007)

"[…] mathematics is not only to teach the algorithms and skills of mathematics - which we will agree are very important - but also to teach for understanding, with an emphasis on reasoning." (Alfred S Posamentier et al, "Exemplary Practices for Secondary Math Teachers", 2007)

"As students, we learned mathematics from textbooks. In textbooks, mathematics is presented in a rigorous and logical way: definition, theorem, proof, example. But it is not discovered that way. It took many years for a mathematical subject to be understood well enough that a cohesive textbook could be written. Mathematics is created through slow, incremental progress, large leaps, missteps, corrections, and connections." (Richard S Richeson, "Eulers Gem: The Polyhedron Formula and the birth of Topology", 2008)

"Nonetheless, some hesitation persisted. After all, the very word imaginary betrays ambivalence, and suggests that in our heart of hearts we do not believe these numbers exist. On the other hand, by calling every number representable by a decimal expansion real, we are making the psychological distinction more stark. Indeed the adjective imaginary is a somewhat unfortunate one - although an intriguing name, some students’ perceptions are so colored by the word that they consequently fail to come to grips with the idea." (Peter M Higgins, "Number Story: From Counting to Cryptography", 2008)

"What could mathematics and poetry share, except that the mention of either one is sometimes enough to bring an uneasy chill into a conversation? [...] Both fields use analogies - comparisons of all sorts - to explain things, to express unknown or unknowable concepts, and to teach." (Marcia Birken & Anne C Coon, "Discovering Patterns in Mathematics and Poetry", 2008)

"Mathematics is the art of explanation. If you deny students the opportunity to engage in this activity - to pose their own problems, to make their own conjectures and discoveries, to be wrong, to be creatively frustrated, to have an inspiration, and to cobble together their own explanations and proofs - you deny them mathematics itself." (Paul Lockhart, "A Mathematician's Lament", 2009)

On Teaching (2010-2019)

"If we are to be effective mathematics teachers, we should endeavor to understand students’ values and students’ goals. Not to mention their motivations." (Steven G Krantz, "A Mathematician Comes of Age", 2012)

"Statistics is the scientific discipline that provides methods to help us make sense of data. […] The field of statistics teaches us how to make intelligent judgments and informed decisions in the presence of uncertainty and variation." (Roxy Peck & Jay L Devore, "Statistics: The Exploration and Analysis of Data" 7th Ed, 2012)

"Understanding chaos requires much less advanced mathematics than other current areas of physics research such as general relativity or particle physics. Observing chaos and fractals requires no specialized equipment; chaos is seen in scores of everyday phenomena - a boiling pot of water, a dripping faucet, shifting weather patterns. And fractals are almost ubiquitous in the natural world. Thus, it is possible to teach the central ideas and insights of chaos in a rigorous, genuine, and relevant way to students with relatively little mathematics background." (David P Feldman, "Chaos and Fractals: An Elementary Introduction", 2012)

"A mathematical entity is a concept, a shared thought. Once you have acquired it, you have it available, for inspection or manipulation. If you understand it correctly (as a student, or as a professional) your ‘mental model’ of that entity, your personal representative of it, matches those of others who understand it correctly. (As is verified by giving the same answers to test questions.) The concept, the cultural entity, is nothing other than the collection of the mutually congruent personal representatives, the ‘mental models’, possessed by those participating in the mathematical culture." (Reuben Hersh, "Experiencing Mathematics: What Do We Do, when We Do Mathematics?", 2014)

"Working an integral or performing a linear regression is something a computer can do quite effectively. Understanding whether the result makes sense - or deciding whether the method is the right one to use in the first place - requires a guiding human hand. When we teach mathematics we are supposed to be explaining how to be that guide. A math course that fails to do so is essentially training the student to be a very slow, buggy version of Microsoft Excel." (Jordan Ellenberg, "How Not to Be Wrong: The Power of Mathematical Thinking", 2014)

"Complex numbers do not fit readily into many people’s schema for ‘number’, and students often reject the concept when it is first presented. Modern mathematicians look at the situation with the aid of an enlarged schema in which the facts make sense." (Ian Stewart & David Tall, "The Foundations of Mathematics" 2nd Ed., 2015)

"Mathematics courses are hierarchical but every new course begins with the assumption that the student is at the level of conceptual development that would be implied by an optimal understanding of the previous course. Unfortunately many mathematical ideas are so subtle and logically complex that it may take students many years to develop an adequate conceptual understanding. As a result, in practice there is a lot of 'faking it' going on and not merely on the part of the students." (William Byers, "Deep Thinking: What Mathematics Can Teach Us About the Mind", 2015)

On Teaching (Unsourced)

"A good problem should be more than a mere exercise; it should be challenging and not too easily solved by the student, and it should require some ‘dreaming’ time." (Howard W Eves)

"A great teacher is not simply one who imparts knowledge to his students but is one who awakens their interest in the subject and makes them eager to pursue it for themselves. An outstanding teacher is a spark plug, not a fuel line." (Norman J Berrill)

"A good teacher protects his pupils from his own influence." (Bruce Lee)

"A good teacher will not just make people accept a form of life, he will also provide them with means of seeing it in perspective and perhaps of even rejecting it." (Paul K Feyerabend)

"A teacher is a compass that activates the magnets of curiosity, knowledge, and wisdom in the pupils." (Ever Garrison)

"[...] a truly popular lecture cannot teach, and a lecture that truly teaches cannot be popular" (Michael Faraday)

"All explanations should be given in a language that pupils understand." (John A Comenius)

"An extremely odd demand is often set forth but never met, even by those who make it; i.e., that empirical data should be presented without any theoretical context, leaving the reader, the student, to his own devices in judging it. This demand seems odd because it is useless simply to look at something. Every act of looking turns into observation, every act of observation into reflection, every act of reflection into the making of associations; thus it is evident that we theorize every time we look carefully at the world." (Johann Wolfgang von Goethe)

"[Education carries an impact] as long as the student has a need for it and applies it to some situation of his own. Every new idea should be worked out in application." (John A Comenius)

"[…] education is not something which the teacher does, but that it is a natural process which develops spontaneously in the human being." (Maria Montessori)

"Education is teaching our children to desire the right things." (Plato)

"Great teachers do not act important; they make their students feel important." (Todd Whitaker)

"Great teachers see challenging students as a reason to try that much harder." (Todd Whitaker)

"Great teachers have high expectations for their students, but higher expectations for themselves."  (Todd Whitaker)

"Great teachers treat their students the way their best teacher treated them." (Al Burr)

"Hypotheses are lullabies with which the teacher lulls his pupils to sleep. The thinking and faithful observer learns to know his limitation more and more; he sees that the further knowledge extends the more problems arise." (Johann Wolfgang von Goethe)

"I consider the teaching and study of the historical development of science as indispensable. [...] Our textbooks fail in this respect." (Richard Willstätter)

"It is not sufficient that the teacher should have a competent knowledge of the subject which he professes [...] he must (in addition) have considered his science from the point of view at which it appears as a human acquisition." (T F Nunn)

"It appears to me that if one wishes to make progress in mathematics, one should study the masters and not the pupils." (Niels H Abel)

"Life is good for only two things, discovering mathematics and teaching mathematics." (Simeon-Denis Poisson) [in Mathematical Magazine, Volume 64, Number 1, February 1991]

"Most students have to do some work to resuscitate their childlike curiosity. The best way to do that is to start asking questions again - lots of them." (Hal Gregersen)

"Only he who knows what mathematics is, and what its function in our present civilization, can give sound advice for the improvement of our mathematical teaching." (Hermann Weyl)

"Poor is the pupil who does not surpass his master." (Leonardo da Vinci)

"Science, as usually taught to liberal arts students, emphasizes results rather than method, and tries to teach technique rather than to give insight into and understanding of the scientific habit of thought. What is needed, however, is not a dose of metaphysics but a truly humanistic teaching of science." (Harry D Gideonse)

"Show all these fanatics a little geometry, and they learn it quite easily. But, strangely enough, their minds are not thereby rectified. They perceive the truths of geometry, but it does not teach them to weight probabilities. Their minds have set hard. They will reason in a topsy-turvy wall all their lives, and I am sorry for it." (Voltaire)

"Students shall themselves seek, discover, discuss, do, and repeat by their own efforts, examine everything themselves without abdicating to the teacher's authority. The teacher should be left with the task of seeing that the task is completed." (John A Comenius)

"Teaching is not about information. It's about having an honest intellectual relationship with your students." (Paul Lockhart)

"The best teachers make every decision based on what is best for their students." (Al Burr)

"The more abstract the truth you wish to teach, the more you need to seduce the senses to it." (Friedrich Nietzsche)

"The more the teacher 'teaches,' the less the student learns." (John A Comenius)

"The most important outcome of education is to help students to become independent of formal education." (Paul E Gray)

"The only instruction which a professor can give, in my opinion, is to think in front of his students." (Henry Lebesgue)

"The secret of education is respecting the pupil." (Ralph W Emerson)

"The teacher, if indeed wise, does not bid you to enter the house of their wisdom, but leads you to the threshold of your own mind." (Kahil Gibran)

"[...] the two functions of teaching and working in science should never be divorced." (James J Sylvester)

"Those who have had the good fortune to be students of the great mathematician cannot forget the almost religious accent of his teaching, the shudder of beauty or mystery that he sent through his audience, at some admirable discovery or before the unknown." (Charles Hermite [according to Paul Painlevé])

Richard Levins - Collected Quotes

"A mathematical model is neither an hypothesis nor a theory. Unlike the scientific hypothesis, a model is not verifiable directly by experiment. For all models are both true and false. Almost any plausible proposed relation among aspects of nature is likely to be true in the sense that it occurs (although rarely and slightly). Yet all models leave out a lot and are in that sense false, incomplete, inadequate. The validation of a model is not that it is 'true' but that it generates good testable hypotheses relevant to important problems. A model may be discarded in favor of a more powerful one, but it usually is simply outgrown when the live issues are not any longer those for which it was designed." (Richard Levins, "The Strategy of Model Building in Population Biology", American Scientist 54(4), 1966)

"For population genetics, a population is specified by the frequencies of genotypes without reference to the age distribution, physiological state as a reflection of past history, or population density. A single population or species is treated at a time, and evolution is usually assumed to occur in a constant environment. Population ecology, on the other hand, recognizes multispecies systems, describes populations in terms of their age distributions, physiological states, and densities. The environment is allowed to vary but the species are treated as genetically homogeneous, so that evolution is ignored." (Richard Levins, "The Strategy of Model Building in Population Biology", American Scientist 54(4), 1966)

"It is of course desirable to work with manageable models which maximize generality, realism, and precision toward the overlapping but not identical goals of understanding, predicting, and modifying nature. But this cannot be done. Therefore, several alternative strategies have evolved: (1) Sacrifice generality to realism and precision. (2) Sacrifice realism to generality and precision. (3) Sacrifice precision to realism and generality." (Richard Levins, "The strategy of model building in population biology", American Scientist Vol. 54 (4), 1966) 

"The multiplicity of models is imposed by the contradictory demands of a complex, heterogeneous nature and a mind that can only cope with few variables at a time; by the contradictory desiderata of generality, realism, and precision; by the need to understand and also to control; even by the opposing esthetic standards which emphasize the stark simplicity and power of a general theorem as against the richness and the diversity of living nature. These conflicts are irreconcilable. Therefore, the alternative approaches even of contending schools are part of a larger mixed strategy. But the conflict is about method, not nature, for the individual models, while they are essential for understanding reality, should not be confused with that reality itself." (Richard Levins, "The Strategy of Model Building in Population Biology", American Scientist 54(4), 1966)

"The validation of a model is not that it is 'true' but that it generates good testable hypotheses relevant to important problems." (Richard Levins, "The Strategy of Model Building in Population Biology", American Scientist 54(4), 1966)

"[…] truth is the intersection of independent lies." (Richard Levins, "The Strategy of Model Building in Population Biology", 1966)

"Unlike the theory, models are restricted by technical considerations to a few components at a time, even in systems which are complex. Thus a satisfactory theory is usually a cluster of models. These models are related to each other in several ways : as coordinate alternative models for the same set of phenomena, they jointly produce robust theorems; as complementary models they can cope with different aspects of the same problem and give complementary as well as overlapping results; as hierarchically arranged 'nested' models, each provides an interpretation of the sufficient parameters of the next higher level where they are taken as given." (Richard Levins, "The Strategy of Model Building in Population Biology", American Scientist 54(4), 1966)

"All evolutionary theories, whether of physical, biological, or social phenomena, are theories of change. The present state of a system is seen as different from its past states, and its future states are predicted to again differ from the present. But the simple assertion that past, present, and future differ from one another is not in itself an evolutionary world view." (Richard Levins & Richard C Lewontin, "The Dialectical Biologist", 1985)

"Parts and wholes evolve in consequence of their relationship, and the relationship itself evolves. These are the properties of things that we call dialectical: that one thing cannot exist without the other, that one acquires its properties from its relation to the other, that the properties of both evolve as a consequence of their interpenetration." (Richard Levins & Richard C Lewontin, "The Dialectical Biologist", 1985)

"The concept of adaptation implies that there is a preexistent form, problem, or ideal to which organisms are fitted by a dynamical process. The process is adaptation and the end result is the state of being adapted. Thus a key may be adapted to fit a lock by cutting and filing it, or a part made for one model of a machine may be used in a different model by using an adaptor to alter its shape. There cannot be adaptation with out the ideal model according to which the adaptation is taking place. Thus the very notion of adaptation inevitably carried over into modern biology the theological view of a preformed physical world to which organisms were fitted." (Richard Levins & Richard C Lewontin, "The Dialectical Biologist", 1985)

"The large-scale computer models of systems ecology do not fit under the heading of holism at all. Rather they are forms of large-scale reductionism: the objects of study are the naively given 'parts' -abundances or biomasses of populations. No new objects of study arise at the community level. The research is usually conducted on a single system - a lake, forest, or prairie - and the results are measurements of and projections for that lake, forest, or prairie, with no attempts to find the properties of lakes, forests, or prairies in general. Such modeling requires vast amounts of data for its simulations, and much of the scientific effort goes into problems of estimation." (Richard Levins & Richard C Lewontin, "The Dialectical Biologist", 1985)

"The organism cannot be regarded as simply the passive object of autonomous internal and external forces; it is also the subject of its own evolution." (Richard Levins & Richard C Lewontin, "The Dialectical Biologist", 1985)

"Things are similar: this makes science possible. Things are different: this makes science necessary. At various times in the history of science important advances have been made either by abstracting away differences to reveal similarity or by emphasizing the richness of variation within a seeming uniformity. But either choice by itself is ultimately misleading. The general does not completely contain the particular as cases, but the empiricist refusal to group, generalize, and abstract reduces science to collecting - if not specimens, then examples." (Richard Levins & Richard C Lewontin, "The Dialectical Biologist", 1985)

"We believe that science, in all its sense, is a social process that both causes and is caused by social organisation." (Richard Levins & Richard C Lewontin, "The Dialectical Biologist", 1985)

"We can hardly have a serious discussion of a science without abstraction. What makes science materialist is that the process of abstraction is explicit and recognized as historically contingent within the science. Abstraction becomes destructive when the abstract is reified and when the historical process of abstraction is forgotten, so that the abstract descriptions are taken for descriptions of the actual objects. The level of abstraction appropriate in a given science at a given time is a historical issue." (Richard Levins & Richard C Lewontin, "The Dialectical Biologist", 1985)