爱因斯坦至理名言 Albert Einstein Quotes

\toward ennobling man's life, lifting it from the sphere of mere physical existence and leading the individual towards freedom.\

When asked how World War III would be fought, Einstein replied that he didn't know. But he knew how World War IV would be fought: With sticks and stones!

\given a large brain by mistake, since for him the spinal cord would fully suffice. This disgrace to civilization should be done away with at once. Heroism at co mmand, senseless brutality, deplorable loce-of-country stance, how violently I hate all this, how despicable and ignoble war is; I would rather be torn to shreds than be a part of so base an action! It is my conviction that killing under the cloak of war is nothing but an act of murder.\

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\for the present it is a menace. Perhaps it is well that it should be. It many intimidate the human race into bringing order into it's international affair s, which without the pressure of fear, it would not do.\

\part or all of the planet...But it is not necessary to imagine the earth being destroyed like a nova by a stellar explosion to understand vividly the grow ing scope of atomic war and to recognize that unless another war is prevented it is likely to bring destruction on a scale never before held possible, and even now hardly conceived, and that little civilization would survive it.\

\bomb but weaker because of their vulnerability to atomic attack, they are not likely to conduct their policy at Lake Success [the United Nations] or in their r elations with Russia in a spirit that furthers the arrival at an understanding. \

\discovery of nuclear chain reactions need not bring about the destruction of mankind any more than did the discovery of matches. We only must do everything in our power to safeguard against its abuse. Only a supranational organization, equipped wit h a sufficiently strong executive power, can protect us.\

\regard study as a duty, but as the enviable opportunity to learn to know the liberating influence of beauty in the realm of the spirit for your own personal joy and to the profit of the community to which your later work belongs.\

\should be such that what is offered is perceived as a valuable gift and not as a hard duty .\

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\we make our teaching so potent in the motional life of man, that its influence should withstand the pressure of the elemental psychic forces in the indi vidual?\

\one generation to the next. This applies today in an even higher degree than in former times, for through modern development of economic life, the family as bearer of tradition and education has become weakened.The continuance and health of human society is therefore in a still higher degree dependent on school than formally.\New York Times, October 16, 1936

\and to guide the child over to important fields for society. Such a school demands from the teacher that he be a kind of artist in his province. \

\artificial authority. Such treatment destroys the sound sentiments, the sincerity and the self-confidence of pupils and produces a subservient subject.\Ideas and Opinions

\aim in life.The most important motive for work in school and in life is pleasure in work, pleasure in its result, and the knowledge of the value of the result to the community.\\

\suffice; on the contrary this knowledge must continually be renewed by ceaseless effort, if it is not to be lost. It resembles a statue of marble which stan ds in the desert and is continuously threatened with burial by the shifting sands. The hands of science must ever be at work in order that the marble column continue everlastingly to shine in the sun. To those serving hands mine also belong.\\

\the last century, and part of the one before, it was widely held that there was an unreconcilable conflict between knowledge and belief. The opinion prevailed amoung advanced minds that it was time that belief should be replaced increasingly by kn owledge; belief that did not itself rest on knowledge was superstition, and as such had to be opposed. According to this conception, the sole function of education was to open the way to thinking and knowing, and the school, as the outstanding organ for t he people's education, must serve that end exclusively.\

\aim of life, for a successful man normally receives from his peers an incomparibly greater portion than than the services he has been able to render them d eserve. The value of a man resides in what he gives and not in what he is capable of receiving. The most important motive for study at school, at the university, and in life is the pleasure of working and thereby obtaining results which will serve the com munity. The most important task for our educators is to awaken and encourage these psychological forces in a young man {or woman}. Such a basis alone can lead to the joy of possessing one of the most precious assets in the world - knowledge or artistic sk ill.\\\\\\

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\genius are succeeded by scoundrels.\

\shut.\

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\will declare that I am a citizen of the world.\

\You pull the tail in New York, and it meows in Los Angeles. The wireless is the same, only without the cat. \

\doubt about the myth or about the legitimacy of the authority imperil the foundation of sound judgment and action.\

\thoughtlessly by the Americans themselves.\\

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\is a pendulum whose swings between anarchy and tyranny are fueled by perpetually rejuvenated illusions.\

\pathological criminal.\

\For this reason mastery demands all of a person.\

\for approval and recognition is a healthy motive, but the desire to be acknowledged as better, stronger or more intelligent than a fellow being or fellow scholar easily leads to an excessively egoistic psychological adjustment, which may become in jurious for the individual and for the community. \

\\but deeply enough nevertheless to sense at least the rule of fixed necessity ..... what is still lacking here is a grasp of the connections of profound generality, but not a knowledge of order itself.

\Those instrumental goods which should serve to maintain the life and health of all human beings should be produced by the least possible labour of all.

(2) The satisfaction of physical needs is indeed the indespensible precondition of a satisfactory existence, but in itself is not enough. In order to be content men must also have the possibility of developing their intellectual and artistic powers to whatever extent accord with their personal characteristics and abilities.\

\outward freedom is necessary. The development of science and of the creative activities of the

spirit in general requires still another kind of freedom, which may be characterised as inward freedom. It is this freedom of the spirit which consists in the interdependence of thought from the restrictions of authoritarian and social prejudices as well as from unphilosophical routinizing and habit in general. This inward freedom is an infrequent gift of nature and a worthy object for the individual.\