Robert Winston Quotes

Science is you! It's your head, it's your dog, it's your iPhone - it's the world. How do you see that as boring? If it's boring, it's because you're learning it from a textbook.

People are interested in science, but they don't always know they're interested in science, and so I try to find a way to get them interested.

But perhaps the rest of us could have separate classes in science appreciation, the wonder of science, scientific ways of thinking, and the history of scientific ideas, rather than laboratory experience.

People don't learn science in movies. You don't go to the movies thinking, 'I hope I learn some quantum mechanics this afternoon.' But on the other hand, movies are instrumental and influential in getting young people interested in science.

As adults feign disinterest in science - children can grab hold of it to distinguish themselves.

The people who work in the scientific field, they need help to convey what it's about.

I'm an amateur science enthusiast. I'm not even a professional enthusiast. I don't know anything; I never even passed biology in high school. But I read the science section of the newspaper.

To my disappointment, not many young people seem to be interested in science, especially chemistry.

The problem is not scientifically illiterate kids; it is scientifically illiterate adults. Kids are born curious about the natural world. They are always turning over rocks, jumping with two feet into mud puddles and playing with the tablecloth and fine china.

We need science education to produce scientists, but we need it equally to create literacy in the public. Man has a fundamental urge to comprehend the world about him …

I was a terrible science student, and for a long time, I thought I just didn't understand science. It turned out that I didn't understand post-Newtonian science. I could actually understand how people thought scientifically about the world in the past.

I want to get across that science is something that we all have ownership of and we can all take an interest in. We don't all have to understand complex theories, but we should have a working knowledge, like knowing your way round the engine of your car.

As far as I'm concerned, raising the bar or encouraging kids in large numbers to be interested in science, I can't think of anything I'd rather see happen.

We read to our kids at bedtime because we want to have literacy, but what are we doing to make sure kids are equally fascinated by science?

It is so stimulating for young children to hear someone who does science talking about it. It can be so exciting and inspiring. It is easy to get younger school children enthused about science.

How far back to the elementary school core curriculum do we have to go to get someone on the House Committee on Science, Space and Technology caught up?

I vowed to myself that when I grew up and became a theoretical physicist, in addition to doing research, I would write books that I would have liked to have read as a child. So whenever I write, I imagine myself, as a youth, reading my books, being thrilled by the incredible advances being made in physics and science.

Science literacy is the artery through which the solutions of tomorrow's problems flow.

I believe we owe our young an education that captures the exhilarating drama of science.

Almost everyone shuts down when science becomes too technical; you've got to infuse it with entertainment and storytelling to make it effective. From high school on, science is taught in a very dry manner, which isn't as potent.

I was interested in science before I even knew what science was.

One of the great problems of the world today is undoubtedly this problem of not being able to talk to scientists, because we don't understand science; they can't talk to us because they don't understand anything else, poor dears.

You can only go into science because you're interested in it.

I think science is a foreign land for many people, so I think of my role as an ambassador's job.

I suggest that the introductory courses in science, at all levels from grade school through college, be radically revised. Leave the fundamentals, the so-called basics, aside for a while, and concentrate the attention of all students on the things that are not known.