Instead of encouraging the student to devote himself to his studies for the sake of studying, instead of encouraging in him a real love for his subject and for inquiry, he is encouraged to study for the sake of his personal career; he is led to acquire only such knowledge as is serviceable in getting him over the hurdles which he must clear for the sake of his advancement.

My thesis is that what we call 'science' is differentiated from the older myths not by being something distinct from a myth, but by being accompanied by a second-order tradition-that of critically discussing the myth. ... In a certain sense, science is myth-making just as religion is.

The growth of knowledge depends entirely upon disagreement.

It is not his possession of knowledge, of irrefutable truth, that makes the man of science, but his persistent and recklessly critical quest for truth.

In point of fact, no conclusive disproof of a theory can ever be produced; for it is always possible to say that the experimental results are not reliable or that the discrepancies which are asserted to exist between the experimental results and the theory are only apparent and that they will disappear with the advance of our understanding. If you insist on strict proof (or strict disproof) in the empirical sciences, you will never benefit from experience, and never learn from it how wrong you are.

What really makes science grow is new ideas, including false ideas.

It is easy to obtain confirmations, or verifications, for nearly every theory-if we look for confirmations. Confirmations should count only if they are the result of risky predictions... A theory which is not refutable by any conceivable event is non-scientific. Irrefutability is not a virtue of a theory (as people often think) but a vice. Every genuine test of a theory is an attempt to falsify it, or refute it.