Hilary Mason Quotes

I can be collaborative, for instance, in situations where I go and study the artist's work before I start writing. Then I can at least try to write towards their style.

Women tend to be more intuitive, or to admit to being intuitive, and maybe the hard science approach isn't so attractive. The way that science is taught is very cold. I would never have become a scientist if I had been taught like that.

The standard high school curriculum traditionally has been focused towards physics and engineering. So calculus, differential equations, and linear algebra have always been the most emphasized, and for good reason - these are very important.

It seems that the creative faculty and the critical faculty cannot exist together in their highest perfection.

I have taught my students not to apply rules or mechanical ways of seeing.

We've heard from many teachers that they used episodes of Star Trek and concepts of Star Trek in their science classrooms in order to engage the students.

One of the reasons I'm so passionate about science is that it wasn't correctly taught to me. I got excited at university.

The first task in teaching is to bring to consciousness what the students already believe by virtue of their personal experiences about themselves and society.

We have not given science too big a place in our education, but we have made a perilous mistake in giving it too great a preponderance in method in every other branch of study.

We begin with the hypothesis that any subject can be taught effectively in some intellectually honest form to any child at any stage of development.

The real question, therefore, is not whether students should be taught to think critically and self-reflectively, but instead what they should be thinking critically about.

One of the most important aspects of science that I learned from my father was to distrust authority.

Science is a way of getting knowledge. It's a method. It's a method that really relies on making mistakes. We propose ideas, they are usually wrong, and we test them against the data. Scientists do this in a formal way. It's a way that everyone can go through life; that's how we should be teaching science from a very young age.

Interpretive thinking, as an art form, is dying.

If you have an analytical bent like I do, going back to my days as a programmer, you like to ask questions.

When I want to understand a problem, I want to understand it from the ground level.

I am less instinctive as I try to be more professional - about the music, about the sound.

I always think about stuff I learned, in any scene. Juilliard taught me a lot.

We were trained as writers with the idea that literature is something that can change reality, that it's not just a very sophisticated entertainment but a way to act.

Generally, I'm not writing about genomes or anything like that. But people underestimate the creativity you use in science and the rigor you need in music. They basically have the same path.

Theo van Doesburg wanted to teach in the Bauhaus in 1922. I refused, however, to appoint him since I considered him to be too aggressive and too rigidly theoretical: he would have wrought havoc in the Bauhaus through his fanatic attitude, which ran counter to my own broader approach.

If you are giving a graduate course you don't try to impress the students with oratory, you try to challenge them, get them to question you.

I know we can all remember the days of sitting in algebra class asking ourselves, 'why will I need algebra or chemistry in the future?' The answer was and still remains that advanced math and science classes help high school students develop their analytical and cognitive skills and better prepare them to compete in college and the workplace.

I'm very attracted to schematic structures. My brother is a chemical engineer, he has a very mathematical mind, and he's also a visual artist. I think we have a lot in common. And my first film had a very tight structure, narratively.

Art has the power to influence and to make you react to something that you normally wouldn't concern, worry, or even think about or wouldn't want to talk about.