What is necessary for 'the very existence of science,' and what the characteristics of nature are, are not to be determined by pompous preconditions, they are determined always by the material with which we work, by nature herself. We look, and we see what we find, and we cannot say ahead of time successfully what it is going to look like. ... It is necessary for the very existence of science that minds exist which do not allow that nature must satisfy some preconceived conditions.

I don't like honors. I'm appreciated for the work that I did, and for people who appreciate it, and I notice that other physicists use my work. I don't need anything else. I don't think there's any sense to anything else.... I've already got the prize. The prize is the pleasure of finding the thing out, the kick in the discovery, the observation that other people use it. Those are the real things. The honors are unreal to me. I don't believe in honors... I can't stand it, it hurts me.

I learned a lot of different things from different schools. MIT is a very good place…. It has developed for itself a spirit, so that every member of the whole place thinks that it’s the most wonderful place in the world—it’s the center, somehow, of scientific and technological development in the United States, if not the world … and while you don’t get a good sense of proportion there, you do get an excellent sense of being with it and in it, and having motivation and desire to keep on

When a scientist doesn't know the answer to a problem, he is ignorant. When he has a hunch as to what the result is, he is uncertain. And when he is pretty darn sure of what the result is going to be, he is still in some doubt. We have found it of paramount importance that in order to progress we must recognize our ignorance and leave room for doubt. Scientific knowledge is a body of statements of varying degrees of certainty - some most unsure, some nearly sure, but none absolutely certain.

To do any important work in physics a very good mathematical ability and aptitude are required. Some work in applications can be done without this, but it will not be very inspired. If you must satisfy your "personal curiosity concerning the mysteries of nature" what will happen if these mysteries turn out to be laws expressed in mathematical terms (as they do turn out to be)? You cannot understand the physical world in any deep or satisfying way without using mathematical reasoning with facility.

We have been led to imagine all sorts of things infinitely more marvelous than the imagining of poets and dreamers of the past. It shows that the imagination of nature is far, far greater than the imagination of man. For instance, how much more remarkable it is for us all to be stuck-half of us upside down-by a mysterious attraction, to a spinning ball that has been swinging in space for billions of years, than to be carried on the back of an elephant supported on a tortoise swimming in a bottomless sea.

I have a friend who's an artist, and he sometimes takes a view which I don't agree with. He'll hold up a flower and say, "Look how beautiful it is," and I'll agree. But then he'll say, "I, as an artist, can see how beautiful a flower is. But you, as a scientist, take it all apart and it becomes dull." I think he's kind of nutty. [...] There are all kinds of interesting questions that come from a knowledge of science, which only adds to the excitement and mystery and awe of a flower. It only adds. I don't understand how it subtracts.

No government has the right to decide on the truth of scientific principles, nor to prescribe in any way the character of the questions investigated. Neither may a government determine the aesthetic value of artistic creations, nor limit the forms of literacy or artistic expression. Nor should it pronounce on the validity of economic, historic, religious, or philosophical doctrines. Instead it has a duty to its citizens to maintain the freedom, to let those citizens contribute to the further adventure and the development of the human race.

We've learned from experience that the truth will out. Other experimenters will repeat your experiment and find out whether you were wrong or right. Nature's phenomena will agree or they'll disagree with your theory. And, although you may gain some temporary fame and excitement, you will not gain a good reputation as a scientist if you haven't tried to be very careful in this kind of work. And it's this type of integrity, this kind of care not to fool yourself, that is missing to a large extent in much of the research in Cargo Cult Science.

I think, however, that there isn't any solution to this problem of education other than to realize that the best teaching can be done only when there is a direct individual relationship between a student and a good teacher - a situation in which the student discusses the ideas, thinks about the things, and talks about the things. It's impossible to learn very much by simply sitting in a lecture, or even by simply doing problems that are assigned. But in our modern times we have so many students to teach that we have to try to find some substitute for the ideal.

We absolutely must leave room for doubt or there is no progress and there is no learning. There is no learning without having to pose a question. And a question requires doubt. People search for certainty. But there is no certainty. People are terrified — how can you live and not know? It is not odd at all. You only think you know, as a matter of fact. And most of your actions are based on incomplete knowledge and you really don’t know what it is all about, or what the purpose of the world is, or know a great deal of other things. It is possible to live and not know.

The principle of science, the definition, almost, is the following: The test of all knowledge is experiment. Experiment is the sole judge of scientific "truth." But what is the source of knowledge? Where do the laws that are to be tested come from? Experiment, itself, helps to produce these laws, in the sense that it gives us hints. But also needed is imagination to create from these hints the great generalizations--to guess at the wonderful, simple, but very strange patterns beneath them all, and then to experiment to check again whether we have made the right guess.

The difficulty really is psychological and exists in the perpetual torment that results from your saying to yourself, "But how can it be like that?" which is a reflection of uncontrolled but utterly vain desire to see it in terms of something familiar. ... If you will simply admit that maybe Nature does behave like this, you will find her a delightful, entrancing thing. Do not keep saying to yourself, if you can possible avoid it, "But how can it be like that?" because you will get 'down the drain', into a blind alley from which nobody has escaped. Nobody knows how it can be like that.

A poet once said, "The whole universe is in a glass of wine." We will probably never know in what sense he meant that, for poets do not write to be understood... How vivid is the claret, pressing its existence into the consciousness that watches it! If our small minds, for some convenience, divide this glass of wine, this universe, into parts - physics, biology, geology, astronomy, psychology, and so on - remember that nature does not know it! So let us put it all back together, not forgetting ultimately what it is for. Let it give us one more final pleasure: drink it and forget it all!

I think it's much more interesting to live not knowing than to have answers which might be wrong. I have approximate answers, and possible beliefs, and different degrees of uncertainty about different things, but I am not absolutely sure of anything. There are many things I don't know anything about, such as whether it means anything to ask "Why are we here?" I might think about it a little bit, and if I can't figure it out then I go on to something else. But I don't have to know an answer. I don't feel frightened by not knowing things, by being lost in the mysterious universe without having any purpose - which is the way it really is, as far as I can tell.

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