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1 " The aim of science is to seek the simplest explanations of complex facts. We are apt to fall into the error of thinking that the facts are simple because simplicity is the goal of our quest. The guiding motto in the life of every natural philosopher should be, 'Seek simplicity and distrust it. "
― Alfred North Whitehead , The Concept of Nature: The Tarner Lectures Delivered in Trinity College, 11/1919
2 " We also find *physics*, in the widest sense of the word, concerned with the explanation of phenomena in the world; but it lies already in the nature of the explanations themselves that they cannot be sufficient. *Physics* is unable to stand on its own feet, but needs a *metaphysics* on which to support itself, whatever fine airs it may assume towards the latter. For it explains phenomena by something still more unknown than are they, namely by laws of nature resting on forces of nature, one of which is also the vital force. Certainly the whole present condition of all things in the world or in nature must necessarily be capable of explanation from purely physical causes. But such an explanation―supposing one actually succeeded so far as to be able to give it―must always just as necessarily be burdened with two essential imperfections (as it were with two sore points, or like Achilles with the vulnerable heel, or the devil with the cloven foot). On account of these imperfections, everything so explained would still really remain unexplained. The first imperfection is that the *beginning* of the chain of causes and effects that explains everything, in other words, of the connected and continuous changes, can positively *never* be reached, but, just like the limits of the world in space and time, recedes incessantly and *in infinitum*. The second imperfection is that all the efficient causes from which everything is explained always rest on something wholly inexplicable, that is, on the original *qualities* of things and the *natural forces* that make their appearance in them. By virtue of such forces they produce a definite effect, e.g., weight, hardness, impact, elasticity, heat, electricity, chemical forces, and so on, and such forces remain in every given explanation like an unknown quantity, not to be eliminated at all, in an otherwise perfectly solved algebraical equation. Accordingly there is not a fragment of clay, however little its value, that is not entirely composed of inexplicable qualities. Therefore these two inevitable defects in every purely physical, i.e., causal, explanation indicate that such an explanation can be only *relatively* true, and that its whole method and nature cannot be the only, the ultimate and hence sufficient one, in other words, cannot be the method that will ever be able to lead to the satisfactory solution of the difficult riddles of things, and to the true understanding of the world and of existence; but that the *physical* explanation, in general and as such, still requires one that is *metaphysical*, which would furnish the key to all its assumptions, but for that very reason would have to follow quite a different path. The first step to this is that we should bring to distinct consciousness and firmly retain the distinction between the two, that is, the difference between *physics* and *metaphysics*. In general this difference rests on the Kantian distinction between *phenomenon* and *thing-in-itself*. Just because Kant declared the thing-in-itself to be absolutely unknowable, there was, according to him, no *metaphysics* at all, but merely immanent knowledge, in other words mere *physics*, which can always speak only of phenomena, and together with this a critique of reason which aspires to metaphysics." ―from_The World as Will and Representation_. Translated from the German by E. F. J. Payne. In Two Volumes, Volume II, pp. 172-173 "
3 " Take lightly what you hear about individuals. We need not distort trust for our paltry little political agendas. We tend to trust soulless, carried information more than we trust soulful human beings; but really most people aren't so bad once you sit down and have an honest, one-on-one conversation with them, once, with an open heart, you listen to their explanations as to why they act the way they act, or say what they say, or do what they do. "
― Criss Jami , Healology
4 " Give your children big truths they will grow into rather than light explanations they will grow out of. "
5 " The green thumb is equable in the face of nature's uncertainties; he moves among her mysteries without feeling the need for control or explanations or once-and-for-all solutions. To garden well is to be happy amid the babble of the objective world, untroubled by its refusal to be reduced by our ideas of it, its indomitable rankness. "
― Michael Pollan , Second Nature: A Gardener's Education
6 " In the sky there are always answers and explanations for everything: every pain, every suffering, joy and confusion. "
― Ishmael Beah , A Long Way Gone: Memoirs of a Boy Soldier
7 " Humans are a story telling species. Throughout history we have told stories to each other and ourselves as one of the ways to understand the world around us. Every culture has its creation myth for how the universe came to be, but the stories do not stop at the big picture view; other stories discuss every aspect of the world around us. We humans are chatterboxes and we just can't resist telling a story about just about everything.However compelling and entertaining these stories may be, they fall short of being explanations because in the end all they are is stories. For every story you can tell a different variation, or a different ending, without giving reason to choose between them. If you are skeptical or try to test the veracity of these stories you'll typically find most such stories wanting. One approach to this is forbid skeptical inquiry, branding it as heresy. This meme is so compelling that it was independently developed by cultures around the globes; it is the origin of religion—a set of stories about the world that must be accepted on faith, and never questioned. "
8 " Science is thus a paradigm for how we ought to gain knowledge—not the particular methods or institutions of science but its value system, namely to seek to explain the world, to evaluate candidate explanations objectively, and to be cognizant of the tentativeness and uncertainty of our understanding at any time. "
― Steven Pinker , The Better Angels of Our Nature: Why Violence Has Declined
9 " When you don’t have explanation for a certain phenomenon, as a real human, you should suspend judgement, instead of concocting supernatural explanations out of ignorance and primordial fanaticism. "
― Abhijit Naskar , Principia Humanitas
10 " Many scholars forget, it seems to me, that our enjoyment of the great works of literature depends more upon the depth of our sympathy than upon our understanding. The trouble is that very few of their laborious explanations stick in the memory. The mind drops them as a branch drops its overripe fruit. ... Again and again I ask impatiently, " Why concern myself with these explanations and hypotheses?" They fly hither and thither in my thought like blind birds beating the air with ineffectual wings. I do not mean to object to a thorough knowledge of the famous works we read. I object only to the interminable comments and bewildering criticisms that teach but one thing: there are as many opinions as there are men. "
11 " Every day the same things came up; the work was never done, and the tedium of it began to weigh on me. Part of what made English a difficult subject for Korean students was the lack of a more active principle in their learning. They were accustomed to receiving, recording, and memorizing. That's the Confucian mode. As a student, you're not supposed to question a teacher; you should avoid asking for explanations because that might reveal a lack of knowledge, which can be seen as an insult to the teacher's efforts. You don't have an open, free exchange with teachers as we often have here in the West. And further, under this design, a student doesn't do much in the way of improvisation or interpretation.This approach might work well for some pursuits, may even be preferred--indeed, I was often amazed by the way Koreans learned crafts and skills, everything from basketball to calligraphy, for example, by methodically studying and reproducing a defined set of steps (a BBC report explained how the North Korean leader Kim Jong Il had his minions rigorously study the pizza-making techniques used by Italian chefs so that he could get a good pie at home, even as thousands of his subjects starved)--but foreign-language learning, the actual speaking component most of all, has to be more spontaneous and less rigid.We all saw this played out before our eyes and quickly discerned the problem. A student cannot hope to sit in a class and have a language handed over to him on sheets of paper. "
― , Brother One Cell: An American Coming of Age in South Korea's Prisons
12 " In summary, a good teacher does the following:- never tells a student anything that the teacher thinks is true- never allows himself to be the ultimate judge of his own students' success- teacher practice first, theory second (if he must teach theory at all)- does not come up with lists of knowledge that every student must know- doesn't teach anything unless he can easily explain the use of learning it- assigns no homework, unless that homework is to produce something- groups students according to their interests and abilities, not their ages- ensures that any reward to a student is intrinsic- teaches students things they may actually need to know after they leave school- helps students come up with their own explanations when they have made a mistake- never assumes that a student is listening to what he is saying- never assumes that students will do what he asks them to do if what he asked does not relate to a goal they truly hold- never allows pleasing the teacher to be the goal of the student- understands that students won't do what he tells them if they don't understand what is being asked of them- earns the respect of students by demonstrating abilities- motivate students to do better, and does not help them to do better- understands that his job is to get students to do something- understands that experience, not teachers, changes belief systems- confuses students- does not expect credit for good teaching "
― Roger Schank
13 " You can't compare men or women with mental disorders to the normal expectations of men and women in without mental orders. Your dealing with symptoms and until you understand that you will always try to find sane explanations among insane behaviors. You will always have unreachable standards and disappointments. If you want to survive in a marriage to someone that has a disorder you have to judge their actions from a place of realistic expectations in regards to that person's upbringing and diagnosis. "
― Shannon L. Alder
14 " In the abstract, it might be tempting to imagine that irreducible complexity simply requires multiple simultaneous mutations - that evolution might be far chancier than we thought, but still possible. Such an appeal to brute luck can never be refuted... Luck is metaphysical speculation; scientific explanations invoke causes. "
― Michael J. Behe , Darwin's Black Box: The Biochemical Challenge to Evolution
15 " But you can’t be a scientist if you’re uncomfortable with ignorance, because scientists live at the boundary between what is known and unknown in the cosmos. This is very different from the way journalists portray us. So many articles begin, “Scientists now have to go back to the drawing board.” It’s as though we’re sitting in our offices, feet up on our desks—masters of the universe—and suddenly say, “Oops, somebody discovered something!” No. We’re always at the drawing board. If you’re not at the drawing board, you’re not making discoveries. You’re not a scientist; you’re something else. The public, on the other hand, seems to demand conclusive explanations as they leap without hesitation from statements of abject ignorance to statements of absolute certainty. "
― Neil deGrasse Tyson , Space Chronicles: Facing the Ultimate Frontier
16 " Scientists rightly resist invoking the supernatural in scientific explanations for fear of committing a god-of-the-gaps fallacy (the fallacy of using God as a stop-gap for ignorance). Yet without some restriction on the use of chance, scientists are in danger of committing a logically equivalent fallacy-one we may call the “chance-of-the-gaps fallacy.” Chance, like God, can become a stop-gap for ignorance. "
― William A. Dembski
17 " Degree of conformance to our other beliefs. One of our criteria for the assessment of explanations is coherence with our existing beliefs. "
18 " The most important rule when assessing abductive arguments is to consider alternative explanations. When we are presented with an explanation that sounds plausible, too often we simply accept it without noticing that there are other possible explanations that are equally plausible or more plausible. "
19 " When our theories continually move us into more and more complicated explanations then, it is certain that we are moving in the wrong direction. "
20 " Scientists have no proof that life was not the result of an act of creation, but they are driven by the nature of their profession to seek explanations for the origin of life that lie within the boundaries of natural law. "
― , The Enchanted Loom
