This attitude of mind - this attitude of uncertainty - is vital to the scientist, and it is this attitude of mind which the student must first acquire. It becomes a habit of thought. Once acquired, we cannot retreat from it anymore.

I think, however, that there isn't any solution to this problem of education other than to realize that the best teaching can be done only when there is a direct individual relationship between a student and a good teacher - a situation in which the student discusses the ideas, thinks about the things, and talks about the things. It's impossible to learn very much by simply sitting in a lecture, or even by simply doing problems that are assigned. But in our modern times we have so many students to teach that we have to try to find some substitute for the ideal.

I learned a lot of different things from different schools. MIT is a very good place…. It has developed for itself a spirit, so that every member of the whole place thinks that it’s the most wonderful place in the world—it’s the center, somehow, of scientific and technological development in the United States, if not the world … and while you don’t get a good sense of proportion there, you do get an excellent sense of being with it and in it, and having motivation and desire to keep on

I don't believe I can really do without teaching.

I love only nature, and I hate mathematicians.

You see, I get such fun out of thinking that I don't want to destroy this most pleasant machine that makes life such a big kick.

I think we can safely assume that no one understands quantum mechanics.