Erwin Schrödinger Quotes
Best 6 Quotes by Erwin Schrödinger
“I never realized that to be non-believing, to be an atheist, was a thing to be proud of. It went without saying as it were. Atheism is indeed a queer creed. You others, Christians and similar people, consider our ethics much inferior, indeed abominable. There is that little difference. We adhere to ours in practice, you don't.”
“If a man never contradicts himself, the reason must be that he virtually never says anything at all.”
“If we were bees, ants, or Lacedaemonian warriors, to whom personal fear does not exist and cowardice is the most shameful thing in the world, warring would go on forever. But luckily we are only men — and cowards.”
“The present is the only things that has no end.”
“The scientist only imposes two things, namely truth and sincerity, imposes them upon himself and upon other scientists.”
“The world is given to me only once, not one existing and one perceived. Subject and object are only one.”
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“Owing to the shape of a bell curve, the education system is geared to the mean. Unfortunately, that kind of education is virtually calculated to bore and alienate gifted minds. But instead of making exceptions where it would do the most good, the educational bureaucracy often prefers not to be bothered.
In my case, for example, much of the schooling to which I was subjected was probably worse than nothing. It consisted not of real education, but of repetition and oppressive socialization (entirely superfluous given the dose of oppression I was getting away from school).
Had I been left alone, preferably with access to a good library and a minimal amount of high-quality instruction, I would at least have been free to learn without useless distractions and gratuitous indoctrination. But alas, no such luck.
Let’s try to break the problem down a bit. The education system is committed to a warm and fuzzy but scientifically counterfactual form of egalitarianism which attributes all intellectual differences to environmental factors rather than biology, implying that the so-called 'gifted' are just pampered brats who, unless their parents can afford private schooling, should atone for their undeserved good fortune by staying behind and enriching the classroom environments of less privileged students.
This approach may appear admirable, but its effects on our educational and intellectual standards, and all that depends on them, have already proven to be overwhelmingly negative. This clearly betrays an ulterior motive, suggesting that it has more to do with social engineering than education.
There is an obvious difference between saying that poor students have all of the human dignity and basic rights of better students, and saying that there are no inherent educationally and socially relevant differences among students. The first statement makes sense, while the second does not.
The gifted population accounts for a very large part of the world’s intellectual resources. As such, they can obviously be put to better use than smoothing the ruffled feathers of average or below-average students and their parents by decorating classroom environments which prevent the gifted from learning at their natural pace.
The higher we go on the scale of intellectual brilliance – and we’re not necessarily talking just about IQ – the less support is offered by the education system, yet the more likely are conceptual syntheses and grand intellectual achievements of the kind seldom produced by any group of markedly less intelligent people. In some cases, the education system is discouraging or blocking such achievements, and thus cheating humanity of their benefits.”
