"[…] mathematics is not, never was, and never will be, anything more than a particular kind of language, a sort of shorthand of thought and reasoning. The purpose of it is to cut across the complicated meanderings of long trains of reasoning with a bold rapidity that is unknown to the mediaeval slowness of the syllogisms expressed in our words." (Charles Nordmann, "Einstein et l'univers: Une lueur dans le mystère des choses" ["Einstein and the Universe: A Popular Exposition of the Famous Theory"], 1921)
“Philosophy in its old form could exist only in the absence of engineering, but with engineering in existence and daily more active and far reaching, the old verbalistic philosophy and metaphysics have lost their reason to exist. They were no more able to understand the ‘production’ of the universe and life than they are now able to understand or grapple with 'production' as a means to provide a happier existence for humanity. They failed because their venerated method of ‘speculation’ can not produce, and its place must be taken by mathematical thinking. Mathematical reasoning is displacing metaphysical reasoning. Engineering is driving verbalistic philosophy out of existence and humanity gains decidedly thereby." (Alfred Korzybski, "Manhood of Humanity", 1921)
"[…] mathematics is not, never was, and never will be, anything more than a particular kind of language, a sort of shorthand of thought and reasoning. The purpose of it is to cut across the complicated meanderings of long trains of reasoning with a bold rapidity that is unknown to the mediaeval slowness of the syllogisms expressed in our words." (Charles Nordmann, "Einstein and the Universe", 1922)
"The question whether any branch of science can ever become purely deductive is easily answered. It cannot. If science deals with the external world, as we believe it does, and not merely with the relations of propositions then no branch of science can ever be purely deductive. Deductive reasoning by itself can never tell us about facts. The use of deduction in science is to serve as a calculus to make our observations go further, not to take the place of observation." (Arthur D Ritchie, "Scientific Method: An Inquiry into the Character and Validity of Natural Laws", 1923)
"Every philosophy is tinged with the coloring of some secret imaginative, which never emerges explicitly into its trains of reasoning." (Alfred N Whitehead, "Science and the Modern World", 1925)
"That deep emotional conviction of the presence of a superior reasoning power, which is revealed in the incomprehensible universe, forms my idea of God." (Albert Einstein, [letter to M Schager]
"At first sight the assimilative tendency shown by thought seems sufficient to secure stability in judgments. To assimilate, in psychology as in biology, is to reproduce oneself by means of the external world; it is to transform perceptions until they are identical with one’s own thought, i.e. with previous schemas. Assimilation is therefore preservation and, in a certain sense, identification." (Jean Piaget, "Judgement and Reasoning in the Child", 1928)
"If the mathematician doubts the validity of an argument which proves the convergence of an infinite series satisfying a given criterion, he constructs a series which obeys the criterion but does not converge. Such tests are conclusive, and have shown up the inaccuracy of some trains of reasoning which were at first sight very convincing. The same method can be applied in metaphysics." (John B S Haldane, "Possible Worlds and Other Essays", 1928)
"In the presence of certain objects of thought or of certain affirmations the child, in virtue of previous experiences, adopts a certain way of reacting and thinking which is always the same, and which might be called a schema of reasoning. Such schemas are the functional equivalents of general propositions, but since the child is not conscious of these schemas before discussion and a desire for proof have laid them bare and at the same time changed their character, they cannot be said to constitute implicit general propositions. They simply constitute certain unconscious tendencies which live their own life but are submitted to no general systematization and consequently lead to no logical exactitude. To put it in another way, they form a logic of action but not yet a logic of thought." (Jean Piaget, "Judgement and Reasoning in the Child", 1928)
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