Jews From The United States

"Out-of-date theories are not in principle unscientific because they have been discarded. That choice, however, makes it difficult to see scientific development as a process of accretion."

"History, if viewed as a repository for more than anecdote or chronology, could produce a decisive transformation in the image of science by which we are now possessed."

"Somehow, the practice of astronomy, physics, chemistry or biology normally fails to evoke the controversies over fundamentals that today seem endemic among, say, psychologists or sociologists. Attempting to discover the source of that difference led me to recognize the role in scientific research of what I have since called “paradigms.” These I take to be universally recognized scientific achievements that for a time provide model problems and solutions for a community of practitioners."

"To my complete surprise, that exposure to out-of-date scientific theory and practice radically undermined some of my basic conceptions about the nature of science and the reasons for its special success. Those conceptions were ones I had previously drawn partly from scientific training itself and partly from a long-standing avocational interest in the philosophy of science. Somehow, whatever their pedagogic utility and their abstract plausibility, those notions did not at all fit the enterprise that historical study displayed. Yet they were and are fundamental to many discussions of science, and their failures of verisimilitude therefore seemed thoroughly worth pursuing. The result was a drastic shift in my career plans, a shift from physics to history of science and then, gradually, from relatively straightforward historical problems back to the more philosophical concerns that had initially led me to history."

"I suggest that scientific knowledge, though logically more articulate and far more complex, is of this sort. The books and teachers from whom it is acquired present concrete examples together with a multitude of theoretical generalizations. Both are essential carriers of knowledge, and it is therefore Pickwickian to seek a methodological criterion that supposes the scientist can specify in advance whether each imaginable instance fits or would falsify his theory."

"Only when they must choose between competing theories do scientists behave like philosophers."

"If a demarcation criterion exists (we must not, I think, seek a sharp or decisive one), it may lie just in that part of science which Sir Karl ignores."

"... I don't like the history of physics, I have always been against the way in which the historians wrote about it in earlier days. Nowadays it is better, someone like Martin Klein, that is real, he brings something new. But the earlier historians always described physics as if it had been done by three and four people and they forgot that these famous people could only do their work because of the many others who also made contributions. ..."

"I did all the problems a little different from the rest of the class."

"We must expect that these German scientists, once they get here, will continually try to defend the actions of Germany before and during the war. Their background and education wiil have supplied them with the necessary arguments. The rocket specialists have at times tried to convince us that they worked on rockets only for the purpose of scientific research. The German atomic scientists, who failed in their attempt to make a bomb, planned to deny that they wanted to make one."

"Goudsmit stumbled to fame in 1925. For more than a decade, Niels Bohr and others had been trying to develop a quantum theory of the atom, mostly by studying atomic spectra. These consist of the energies (specific to each element) of the quanta of light, or photons, that an atom’s electrons can absorb or emit. Physicists had been struggling to make sense of anomalies that appeared in spectra when atoms were immersed in a magnetic field: some spectral levels mysteriously split into two or more. Goudsmit and his friend George Uhlenbeck, both graduate students at Leiden University in the Netherlands, had an idea. They proposed that the splitting could be explained if the electron had an intrinsic ‘spin’ that could assume one of two directions: clockwise or anticlockwise. Other physicists had discarded this idea, seeing it as marred by conceptual difficulties. ... Soon, researchers including Paul Dirac explained away the conceptual difficulties. Quantum spin was born."

"Secrecy, it was impressed upon us at the outset, was imperative, despite the fact that our code name, ALSOS, seemed a give-away, being the Greek translation for Groves. Since General Groves was in complete charge of all Army activities relating to the atom bomb project, the inference did not take too much imagination. To make it even more obvious, the Mission's vehicles had license plates bearing the Greek letter Alpha."

"If only we could get hold of a German atomic physicist, we felt, we could soon find out what the rest of them were up to. To us physicists the problem seemed very simple. Even those of us who were not working on the atom bomb project knew pretty well what was going on over here. No amount of military security could have prevented us from knowing, difficult as it was for the military to understand this. Active scientists engaged in the same general field of research inevitably form a kind of clan; they work closely together and know all about each other's specialities and whereabouts. You can't take a group of key scientists from their accustomed haunts and have them disappear in some remote place in New Mexico, together with their families, without their colleagues who are left behind wondering about it and deriving the right conclusions. The same thing, we knew, would be true of the Germans."

"In short, we knew very little about the German uranium project, and what little we knew we almost invariably interpreted in their favor. In the long run, this was probably all to the good, since it accelerated our own work enormously. But in those days, before the invasion of Europe, we would have given a great deal to know more."

"In my study hangs a fine old horse shoe, which I found in an abandoned Western ghost town. I don't believe in superstitions, but it is supposed to work even for a nonbeliever2. It hasn't so far."

"The social psychology of this century reveals a major lesson: often it is not so much the kind of person a man is as the kind of situation in which he finds himself that determines how he will act."

"Each individual possesses a conscience which to a greater or lesser degree serves to restrain the unimpeded flow of impulses destructive to others. But when he merges his person into an organizational structure, a new creature replaces autonomous man, unhindered by the limitations of individual morality, freed of humane inhibition, mindful only of the sanctions of authority."

"When an individual wishes to stand in opposition to authority, he does best to find support for his position from others in his group. The mutual support provided by men for each other is the strongest bulwark we have against the excesses of authority. (Not that the group is always on the right side of the issue. Lynch mobs and groups of predatory hoodlums remind us that groups may be vicious in the influence they exert.)"

"The disappearance of a sense of responsibility is the most far-reaching consequence of submission to authority."

"It may be that we are puppets — puppets controlled by the strings of society. But at least we are puppets with perception, with awareness. And perhaps our awareness is the first step to our liberation. The fact that obedience is often a necessity in human society does not diminish our responsibility as citizens. Rather, it confers on us a special obligation to place in positions of authority those most likely to use it humanely. And people are inventive. The variety of political forms we have seen in history are only several of many possible political arrangements. Perhaps the next step is to invent and to explore political forms that will give conscience a better chance to resist errant authority."

"If you think it is easy to violate social constraints, get onto a bus and sing out loud. Full-throated song now, no humming. Many people will say it's easy to carry out this act, but not one in a hundred will be able to do it. The point is not to think about singing, but to try to do it. Only in action can you fully realize the forces operative in social behavior. That is why I am an experimentalist."

"I would say, on the basis of having observe a thousand people in the experiment and having my own intuition shaped and informed by these experiments, that if a system of death camps were set up in the United States of the sort we had seen in Nazi Germany, one would find sufficient personnel for those camps in any medium-sized American town."

"...life is lonely, life is empty. Love isn't everything. A dear true friend is more than love--the serge outlasts the silk."

"Music is the great cheer-up in the language of all countries."

"Boychick, wake up! Be something! Make your life something good. For the love of an old man who sees in your young days his new life, for such love take the world in your two hands and make it like new. Go out and fight so life shouldn't be printed on dollar bills."

"I believe in the vast potentialities of mankind. But I see everywhere a wide disparity between what they can be and what they are. That is what I want to say in writing. I want to say the genius of the human race is mongrelized; I want to find out how mankind can be helped out of the animal kingdom into the clear sweet air."

"The Milgram experiments asked participants to play the role of a “teacher,” who was responsible for administering electric shocks to a “learner” when the learner failed to answer test questions correctly. The participants were not aware that the learner was working with the experimenters and did not actually receive any shocks. As the learners failed more and more, the teachers were instructed to increase the voltage intensity of the shocks — even when the learners started screaming, pleading to have the shocks stop, and eventually stopped responding altogether. Pressed by the experimenters — serious looking men in lab coats, who said they’d assume responsibility for the consequences — most participants did not stop administering shocks until they reached 300 volts or above — already in the lethal range. The majority of teachers delivered the maximum shock of 450 volts. We all like to think that the line between good and evil is impermeable — that people who do terrible things, such as commit murder, treason, or kidnapping, are on the evil side of this line, and the rest of us could never cross it. But the Stanford Prison Experiment and the Milgram studies revealed the permeability of that line. Some people are on the good side only because situations have never coerced or seduced them to cross over."

"It becomes clear that the Asch, Milgram and Zimbardo experiments replicated, in a compressed time, the dynamics of authority and groupthink that play a critical role in our socialization. Asch showed that once the standard is set, people will adopt it and go along with it, even if it is illogical. When the stakes are raised, as they were in Milgram's work, people may struggle with unethical commands, but the majority still obey. And when authorities set parameters but leave the decision-making to the rest of us, we still have a tendency to impose strict control on those we consider deviant. All of these findings affirm the power of culture, socialization, and our widespread fear that we will be judged and punished. Since human beings have a desperate need for safety, approval, and belonging (which yields access to group resources), the worst kind of punishment is ostracism. This shunning may be subtle or extreme."

"While I was a subject in 1964, though I believed that I was hurting someone, I was totally unaware of why I was doing so. Few people ever realize when they are acting according to their own beliefs and when they are meekly submitting to authority."

"You have Mel Brooks and your Marx Brothers and your Larry David. So it's affected it enormously and really not at all. I don't think I've ever done anything comedically where the joke of it had to do with Judaism and Jewishness, but there's definitely a proud tradition of comedy in the Jews."

"We were not aware of YouTube until "Lazy Sunday." We’d had our own website with streaming capabilities. After "Lazy Sunday," we were like, "Why are we paying for bandwidth and shit?""

"Never measure anything but frequency!"

"A diatomic molecule is a molecule with one atom too many."

"Anything will lase if you hit it hard enough."

"Dead is when the chemists take over the subject."

"Anything worth doing is worth doing twice, the first time quick and dirty and the second time the best way you can."

"To do successful research, you don't need to know everything, you just need to know one thing that isn't known."

"Then I went to the Cavendish and there I took Rutherford’s course in nuclear physics. He was a very dramatic lecturer and full of anecdotes. He made it come alive. So this was very impressive--also very phenomenological, everything he did; very simple derivations. I think that’s very important for the first learning and this is perhaps something students now miss. They get the theory of nuclear physics thrown at them; sometimes before they ever know there is a phenomenon they have the complete theory of it. The phenomena are not sufficiently emphasized, I think, in teaching today."

"If you gave someone your heart and they died, did they take it with them? Did you spend the rest of forever with a hole inside you that couldn't be filled?"

"Power isn't doing something terrible to someone who's weaker than you, … It's having the strength to do something terrible, and choosing not to."

"I was terrified of that ghost just like they were, but I never let anyone know it. That way, I knew they might call me a lot of awful names ... but one of them wasn't coward."

"For a moment Laura hesitated outside the door, wondering how she could have been naïve enough to believe this horrible thing had happened to Trixie, when in truth it had happened to all three of them."

"Laura Stone knew exactly how to go to hell. She could map out its geography on napkins at departmental cocktail parties; she was able to recite all the passageways and rivers and folds by heart; she was on a first-name basis with its sinners."

"When you begin a journey of revenge, start by digging two graves: one for your enemy, and one for yourself."

"“My daughter won’t go to school this year until eleven o’clock, because she can’t handle being there when third period starts,” the woman said. “Everything scares her. This has ruined her whole life; why should Peter Houghton’s punishment be any less?”"

"Logan Rourke wasn’t her father, not any more than the guy who’d taken their coins at the toll booth or any other stranger. You could share DNA with someone and still have nothing in common with them"

"Did everyone in jail think they were innocent? All this time Peter had spent lying on the bench, convincing himself that he was nothing like anyone else in the Grafton County Jail—and as it turned out, that was a lie."

"How could you change a boy’s bedding every week and feed him breakfast and drive him to the orthodontist and not know him at all?"

"It struck Lacy that she didn’t really know what color a chameleon was before it started changing."

"Everyone broke up in laughter, as Lacy watched. Alex, she realized, could fit anywhere. Here, or with Lacy’s family at dinner, or in a courtroom, or probably at tea with the queen. She was a chameleon."