What we read, we ponder and we dream.

It is the LCD study group where we read, we ponder, we "re"search hard at the edge of human knowledge.

As you will never be sure which are the right problems to work on, most of the time that you spend in the laboratory or at your desk will be wasted. If you want to be creative, then you will have to get used to spending most of your time not being creative, to being becalmed on the ocean of scientific knowledge. --- Steven Weinberg

Hope lies in dreams, in imagination and in the courage of those who dare to make dreams into reality. — Jonas Salk

"No problem is too small or too trivial if we can really do something about it." --- Richard Feynman

"Failure" was a blessing in disguise --- Bruce Alberts

One of the beautiful things about science is that it allows us to bumble along, getting it wrong time after time, and feel perfectly fine as long as we learn something each time. No doubt, this can be difficult for students who are accustomed to getting the answers right. No doubt, reasonable levels of confidence and emotional resilience help, but I think scientific education might do more to ease what is a very big transition: from learning what other people once discovered to making your own discoveries. The more comfortable we become with being stupid, the deeper we will wade into the unknown and the more likely we are to make big discoveries.

Thinking for Oneself. --- Arthur Schopenhauer

Reading is thinking with some one else’s head instead of one’s own. But to think for oneself is to endeavour to develop a coherent whole, a system, even if it is not a strictly complete one. Nothing is more harmful than, by dint of continual reading, to strengthen the current of other people’s thoughts. These thoughts, springing from different minds, belonging to different systems, bearing different colours, never flow together of themselves into a unity of thought, knowledge, insight, or conviction, but rather cram the head with a Babylonian confusion of tongues; consequently the mind becomes overcharged with them and is deprived of all clear insight and almost disorganised. This condition of things may often be discerned in many men of learning, and it makes them inferior in sound understanding, correct judgment, and practical tact to many illiterate men, who, by the aid of experience, conversation, and a little reading, have acquired a little knowledge from without, and made it always subordinate to and incorporated it with their own thoughts.

The scientific thinker also does this to a much greater extent. Although he requires much knowledge and must read a great deal, his mind is nevertheless strong enough to overcome it all, to assimilate it, to incorporate it with the system of his thoughts, and to subordinate it to the organic relative unity of his insight, which is vast and ever-growing. By this means his own thought, like the bass in an organ, always takes the lead in everything, and is never deadened by other sounds, as is the case with purely antiquarian minds; where all sorts of musical passages, as it were, run into each other, and the fundamental tone is entirely lost.

 
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