The real problem is not whether machines think but whether men do. - B. F. Skinner

Theories — whether neural, mental, or conceptual — talk about intervening steps in these relationships. But instead of prompting us to search for and explore relevant variables, they frequently have quite the opposite effect. When we attribute behavior to a neural or mental event, real or conceptual, we are likely to forget that we still have the task of accounting for the neural or mental event. ...Research designed with respect to theory is also likely to be wasteful. That a theory generates research does not prove its value unless the research is valuable. Much useless experimentation results from theories, and much energy and skill is absorbed by them. Most theories are eventually overthrown, and the greater part of the associated research is discarded.

The amateur doesn't appreciate the need for experimentation. He wants his experts to know.

"Why did colleges make their students take examinations, and why did they give grade? What did a grade really mean? When a student "studied" did he do anything more than read and think — or was there something special which no one in Walden Two would know about? Why did the professors lecture to the students? Were the students never expected to do anything except answer questions? Was it true that students were made to read books they were not interested in?"