When we attempt to understand the inmost nature of the outer world, we stand before it as before absolute darkness. There probably exists in nature, … - Alfred Binet

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When we attempt to understand the inmost nature of the outer world, we stand before it as before absolute darkness. There probably exists in nature, outside of ourselves, neither colour, odour, force, resistance, space, nor anything that we know as sensation. Light is produced by the excitement of the optic nerve, and it shines only in our brain; as to the excitement itself, there is nothing to prove that it is luminous; outside of us is profound darkness, or even worse, since darkness is the correlation of light. In the same way, all the sonorous excitements which assail us, the creakings of machines, the sounds of nature, the words and cries of our fellows are produced by excitements of our acoustic nerve; it is in our brain that noise is produced, outside there reigns a dead silence. The same may be said of all our other senses. ...In short, our nervous system, which enables us to communicate with objects, prevents us, on the other hand, from knowing their nature. It is an organ of relation with the outer world; it is also, for us, a cause of isolation. We never go outside ourselves. We are walled in. And all we can say of matter and of the outer world is, that it is revealed to us solely by the sensations it affords us, that it is the unknown cause of our sensations, the inaccessible excitant of our organs of the senses, and that the ideas we are able to form as to the nature and the properties of that excitant, are necessarily derived from our sensations, and are subjective to the same degree as those sensations themselves.

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About Alfred Binet

Alfred Binet (July 8, 1857 – October 18, 1911) was a French psychologist who invented the first practical intelligence test, the Binet-Simon scale, along with his collaborator Théodore Simon.

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I have often observed, to my regret, that a widespread prejudice exists with regard to the educability of intelligence. The familiar proverb, "When one is stupid, it is for a long time," seems to be accepted indiscriminately by teachers with a stunted critical judgement. These teacher lose interest in students with low intelligence. Their lack of sympathy and respect is illustrated by their unrestrained comments in the presence of the children: "This child will never achieve anything... He is poorly endowed... He is not intelligent at all." I have heard such rash statements too often. They are repeated daily in primary schools, nor are secondary schools exempt from the charge.

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I wish that people would be persuaded that psychological experiments, especially those on the complex functions, are not improved (by large studies); the statistical method gives only mediocre results; some recent examples demonstrate that. The American authors, who love to do things big, often publish experiments that have been conducted on hundreds and thousands of people; they instinctively obey the prejudice that the persuasiveness of a work is proportional to the number of observations. This is only an illusion.

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