More gold from The Liberal Arts Tradition by Kevin Clark and Ravi Scott Jain:

The teacher’s job is then to mediate that great conversation using a variety of resources such as textbooks, secondary sources and even primary texts from the great natural philosophers and scientists themselves. Crucial passages from Copernicus, Galileo, Newton, and Faraday are not beyond the students’ grasp. in fact, passages from thinkers such as Pascal can be life changing. This approach teaches more than just facts and skills; it teaches students how to emulate genius. It teaches students not only induction and deductions, but also the truth stated by Einstein: “Imagination is more important than knowledge. For knowledge is limited, whereas imagination embraces the entire world, stimulating progress, giving birth to evolution. It is, strictly speaking, a real factor in scientific research.” Thomas Kuhn identifies that modern science education is very efficient for generating “normal science.” But when crises in the reigning paradigm appear, “scientific training is not well designed to produce the man who will easily discover a fresh approach.” A return to natural philosophy can do the former without sacrificing the latter. This approach should not be conceived of as an excuse to ignore the rigors of higher mathematics and natural science. Instead it makes the higher levels even more meaningful and inviting.

To see how this actually works in practice, take a look at the example we posted earlier about reading Einstein.

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