"Science is the belief in the ignorance of experts."
- Richard P. Feynman
The world looks so different after learning science. For example, trees are made of air, primarily. When they are burned, they go back to air, and in the flaming heat is released the flaming heat of the sun which was bound in to convert the air into tree, and in the ash is the small remnant of the part which did not come from air that came from the solid earth, instead. These are beautiful things, and the content of science is wonderfully full of them. They are very inspiring, and they can be used to inspire others.
Another of the qualities of science is that it teaches the value of rational thought as well as the importance of freedom of thought; the positive results that come from doubting that the lessons are all true. You must here distinguish--especially in teaching--the science from the forms or procedures that are sometimes used in developing science. It is easy to say, "We write, experiment, and observe, and do this or that." You can copy that form exactly. But great religions are dissipated by following form without remembering the direct content of the teaching of the great leaders. In the same way, it is possible to follow form and call it science, but that is pseudo-science. In this way, we all suffer from the kind of tyranny we have today in the many institutions that have come under the influence of pseudoscientific advisers.
We have many studies in teaching, for example, in which people make observations, make lists, do statistics, and so on, but these do not thereby become established science, established knowledge. They are merely an imitative form of science analogous to the South Sea Islanders' airfields--radio towers, etc., made out of wood. The islanders expect a great airplane to arrive. They even build wooden airplanes of the same shape as they see in the foreigners' airfields around them, but strangely enough, their wood planes do not fly. The result of this pseudoscientific imitation is to produce experts, which many of you are. [But] you teachers, who are really teaching children at the bottom of the heap, can maybe doubt the experts. As a matter of fact, I can also define science another way: Science is the belief in the ignorance of experts.
When someone says, "Science teaches such and such," he is using the word incorrectly. Science doesn't teach anything; experience teaches it. If they say to you, "Science has shown such and such," you might ask, "How does science show it? How did the scientists find out? How? What? Where?"
It should not be "science has shown" but "this experiment, this effect, has shown." And you have as much right as anyone else, upon hearing about the experiments--but be patient and listen to all the evidence--to judge whether a sensible conclusion has been arrived at.
In a field which is so complicated [as education] that true science is not yet able to get anywhere, we have to rely on a kind of old-fashioned wisdom, a kind of definite straightforwardness. I am trying to inspire the teacher at the bottom to have some hope and some self-confidence in common sense and natural intelligence. The experts who are leading you may be wrong.