NOTHING IS so depressing about present‐day scientific education as its compartmentalism — the widespread failure to ‘carry over’ scientific ways of thinking and apply them to those problems we do not ordinarily think of as scientific. Many a technologist who would not dream of applying any but the most rigorous scientific methods to the design of a machine or the study of a material will quite happily use any old rag‐bag of ignorance and prejudice in considering political, social, or economic questions.
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