If science ceases to be a rebellion against authority, then it does not deserve the talents of our brightest children. - Freeman Dyson

He aquí cómo describía la situación el propio Einstein: Cuando estaba en el séptimo grado en el Luitpold Gymnasium de Múnich, fui convocado por mi tutor, que me expresó el deseo de que yo abandonara el centro. Al decirle yo que no había hecho nada malo, se limitó a contestar: «Su mera presencia hace que la clase me pierda el respeto». Einstein se alegró de poder ayudar al profesor.

Numa sociedade sem justiça social e com uma ideologia de livre-mercado, as armas, a ambição e as cadeias estão fadadas a vencer.

"Galison uses critical opalescence as a metaphor for the merging of technology, science, and philosophy that happened in the minds of Poincare and Einstein in the spring of 1905. Poincare and Einstein were immersed in the technical tools of time signaling, but the tools by themselves did not lead them to their discoveries. They were immersed in the mathematical ideas of electrodynamics, but the ideas by themselves did not lead them to their discoveries. They were also immersed in the philosophy of space and time. Poincare had written a philosophical book, Science and Hypothesis, which Einstein studied, digging deep into the foundations of knowledge and criticizing the Newtonian notions of absolute space and time. But the philosophy by itself did not lead them to their discoveries. What was needed to give birth to the theory of relativity was a critical moment, when tools, ideas, and philosophical reflections jostled together and merged into a new way of thinking. Galison would like to put an end to the argument between Kuhnians and Galisonians. In this book he takes his position squarely in the middle: "Attending to moments of critical opalescence offers a way out of this endless oscillation between thinking of history as ultimately about ideas or fundamentally about material objects.