Academics From Ireland

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April 10, 2026

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April 10, 2026

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"At different stages in the educational process different changes are required. In schools the chief need is for a general change in the attitude towards science, which should be from the beginning an integral part and not a mere addition, often an optional addition, to the curriculum. Science should be taught not merely as a subject but should come into all subjects. Its importance in history and in modern life should be pointed out and illustrated. The old contrast, often amounting to hostility, between scientific and humane subjects need to be broken down and replaced by a scientific humanism. At the same time, the teaching of science proper requires to be humanized. The dry and factual presentation requires to be transformed, not by any appeal to mystical theory, but by emphasizing the living and dramatic character of scientific advance itself. Here the teaching of the history of science, not isolated as at present, but in close relation to general history teaching, would serve to correct the existing atmosphere of scientific dogmatism. It would show at the same time how secure are the conquests of science in the control they give over natural processes and how insecure and provisional, however necessary, are the rational interpretations, the theories and hypotheses put forward at each stage. Past history by itself is not enough, the latest developments of science should not be excluded because they have not yet passed the test of time. It is absolutely necessary to emphasize the fact that science not only has changed but is continually changing, that it is an activity and not merely a body of facts. Throughout, the social implications of science, the powers that it puts into men's hands, the uses they could make of them and those which they in fact do, should be brought out and made real by a reference to immediate experience of ordinary life."

- John Desmond Bernal

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"It is said, that the minutest Errors are not to be neglected in Mathematics: that the Fluxions are...not proportional to the finite Increments though ever so small; but only to. . . nascent Increments. . . And. . . there be other Fluxions, which Fluxions of Fluxions are called second Fluxions. And the Fluxions of these sec- ond Fluxions are called third Fluxions: and so on, fourth, fifth, sixth, &c. ad in- finitum. Now as our Sense is strained and puzzled with the perception of Objects extremely minute, even so the Imagination, which Faculty derives from Sense, is very much strained and puzzled to frame clear Ideas of the least Particles of time, or the least Increments generated therein. . And it seems. . to. . . exceed, if I mistake not, all Humane Understanding. The further the Mind analyseth and pursueth these fugitive Ideas, the more it is lost and bewildered; the Objects, at first fleeting and minute, soon vanishing out of sight. Certainly in any Sense a second or third Fluxion seems an obscure Mystery. The incipient Celerity of an incipient Celerity, the nascent Augment of a nascent Augment, i.e. of a thing which hath no Magnitude: ‘Take it in which light you please, the clear Conception of it will, if I mistake not, be found impossible. . And if a second Fluxion be inconceivable, what are we to think of third, fourth, fifth Fluxions, and so onward without end? ... They suppose finite Quantities to consist of Parts infinitely little... Now to conceive a Quantity infinitely small, that is, infinitely less than any sensible or imaginable Quantity, or any the least finite Magnitude, is, I confess, above my Capacity. But to conceive a Part of such infinitely small Quantity, that shall be still infinitely less than it, and consequently though multiply’d infinitely shall never equal the minutest finite Quantity, is, I suspect, an infinite Difficulty to any Man whatsoever; and will be allowed such by those who candidly say what they think; provided they really think and reflect, and do not take things upon trust."

- George Berkeley

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