G k chesterton biography of albert einstein
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| (source) | G. K. Chesterton (29 May 1874 - 14 Jun 1936) British author, critic and poet who was one of the finest writers of the 20th century. His style as a one of the great thinkers was famously brilliant, with wit, dazzling metaphors, and intriguing verbal swordplay. |
Science Quotes by G. K. Chesterton (54 quotes)
G. K. Chesterton
on a Wills’s Cigarettes Card(source)
[Consider] a fence or gate erected across a road] The more modern type of reformer goes gaily up to it and says, “I don't see the use of this; let us clear it away.” To which the more intelligent type of reformer will do well to answer: “If you don't see the use of it, I certainly won't let you clear it away. Go away and think. Then, when you can come back and tell me that you do see the use of it, I may allow you to destroy it.”
— G. K. Chesterton
In The Thing (1929). Excerpt in Gilbert Keith Chesterton and Alvaro De Silva (ed.), Brave New Family: G.K. Chesterton on Men and Women, Children, Sex, Divorce (1990), 53. Note: This passage may be the source which John F. Kennedy had in mind when he wrote in his personal notebook, “Don't ever take a fence down until you know the reason why it was put up.” (see John F. Kennedy quo
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Einstein on the Humanities
It is clear today, as it was clear to Albert Einstein then, that an education obsessed with science, technology, engineering and math, to the exclusion or neglect of the humanities, stems the growth and development of the human person, on the one hand, and unleashes technology without ethical constraints, on the other.
Those architects of modern education obsessed with abandoning the humanities in favor of the so-called STEM subjects (science, technology, engineering and math) should pause to consider the words of Albert Einstein, arguably the greatest scientist of the twentieth century. Writing in the New York Times on October 5, 1952, Einstein warned of the dangers of teaching the scientific “stem” while abandoning the human roots of education. “It is not enough to teach a man a specialty,” he wrote. “Through it he may become a kind of useful machine but not a harmoniously developed personality.”
It was “essential,” Einstein continued, that the student “acquire an understanding of and a lively feeling for values.” Specifically, he must acquire “a vivid sense of the beautiful and the morally good.” In the absence of such a well-balanced education, a student, possessing nothing but his limited specialized knowledge “more closely resembles a
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