I have to face the fact that I and my high-minded comrades, both those — Doris Lessing

"Doris Lessing was nothing less than the goddess of literature herself for young women like myself aspiring to write in the 1970s. Her classic, The Golden Notebook, directly addressed the contradictions in womens lives in a way that was sophisticated, insightful and dispassionate.... When I started writing novels in the early 1980s, I often felt pressure from women to depict wholesome female role models. The pressure never worked, partly because Doris Lessing had gone before and blazed a path for all of us as readers, as women, as people."

"My major aim was to shape a book which would make its own comment, a wordless statement: to talk through the way it was shaped. As I have said, this was not noticed."

"Everything’s cracking up", says Anna, the protagonist of Lessing’s masterpiece, a novel that takes its place in this list for its odd, visionary engagement with the issues and anxieties of its time and also for its extraordinary grip on the literary imagination of the late 20th century, when Lessing (who lived to November 2013) was in her prime. The Oxford Companion to English Literature describes this novel as “one of the key texts of the women’s movement of the 1960s", a reductive description that would have infuriated Lessing, partly because she hated to be pigeonholed, and also because she understood fiction to be infinitely more varied and complex than one “movement". Lessing’s work has always been difficult to define: a mix of classical realism, science-fiction, parable, memoir, fantasy and polemic. The Golden Notebook has many of these elements."

"She might well wonder what took them so long. Doris Lessing is the ideal winner of the Nobel Prize. After all, the prize is about idealism, and was founded in the belief that writers can make the world a better place. Lessing can depict the world as a terrible place, peopled by terrorists, in which the women can be as violent as the men, and war can describe the planet entirely. But she never abandons the hope that the planet can be better, even if she has to imagine other planets to show how this is possible."

"In the writing process, the more the story cooks, the better. The brain works for you even when you are at rest. I find dreams particularly useful. I myself think a great deal before I go to sleep and the details sometimes unfold in the dream."

"Ideally, what should be said to every child, repeatedly, throughout his or her school life is something like this: "You are in the process of being indoctrinated. We have not yet evolved a system of education that is not a system of indoctrination. We are sorry, but it is the best we can do. What you are being taught here is an amalgam of current prejudice and the choices of this particular culture. The slightest look at history will show how impermanent these must be. You are being taught by people who have been able to accommodate themselves to a regime of thought laid down by their predecessors. It is a self-perpetuating system. Those of you who are more robust and individual than others will be encouraged to leave and find ways of educating yourself — educating your own judgements. Those that stay must remember, always, and all the time, that they are being moulded and patterned to fit into the narrow and particular needs of this particular society."

"I appeal to all pupils, students and young people, asking you to focus on the horizons that are opening up for you, and which you could only dream of a year ago. Our future will depend on your desire for education and moral values as well as on your entrepreneurial spirit."

"We have created a wealthy society with tens of millions of talented, resourceful individuals who play virtually no role whatsoever as citizens. Bringing these people in — with their networks of influence, their knowledge, and their resources — is the key to creating the capacity for shared intelligence that we need to solve our problems."

"We are shocked when we see educators, timid before criticism and confused about first principles, betray their trust. And we wonder what can be that philosophy of education which believes that young people can be trained to the duties of citizenship by wrapping their minds in cotton wool."

"An [hypertext] encyclopaedia will be an overall attempt by the knowledgeable, the learned societies or anyone else, to represent the state-of-the-art in their field. An encyclopaedia will be a living document, as up to date as it can be, instantly accessible at any time. It will contain carefully authored explanations and summaries of the subject, as well as computer-generated indexes of literature. A reference to a paper from the encyclopaedia conveys authority and acceptance by academic society. A measure of a paper’s standing may be conveyed by the number of links it is away from an encyclopaedia."

"A sample of the modern debate, which neatly summarizes the anti-reductionist position is provided by Grene (1974). She points out that in principle a one-level ontology—the belief, for example, that with increasing knowledge all science will become an account of the world in the language of, say, atomic events—contradicts itself. This is so because such a belief, to be meaningful, requires an ontology which admits both atomic events and cognition. Here at once a second level is smuggled in! It is logically possible... that there might be no levels in between those of atomic events and cognition (that in essence is Descartess position) but the sciences of chemistry and biology consist of some well-tested conjectures that there are such intermediate levels as are represented by molecules, cells, organelles, organs, and organisms."

"All competent thinkers agree with Bacon that there can be no real knowledge except that which rests upon observed facts. This fundamental maxim is evidently indisputable if it is applied, as it ought to be, to the mature state of our intelligence. But, if we consider the origin of our knowledge, it is no less certain that the primitive human mind could not, and indeed ought not to, have thought in that way. For if, on the one hand, every Positive theory must necessarily be founded upon observations, it is, on the other hand, no less true that, in order to observe, our mind has need of some theory or other. If in contemplating phenomena we did not immediately connect them with principles, not only would it be impossible for us to combine these isolated observations, and therefore to derive profit from them, but we should even be entirely incapable of remembering facts, which would for the most remain unnoted by us. Thus there were two difficulties be overcome: the human mind had to observe in order to form real theories, and yet had to form theories of some sort before it could apply itself to a connected series of observations. The primitive human mind, therefore, found itself involved in a vicious circle, from which it would never have had any means of escaping, if a natural way of the difficulty had not fortunately found by the spontaneous development of Theological conceptions. ...chimerical hopes ..exaggerated ideas of mans importance in the universe to which the Theological Philosophy ...at the commencement, ...afforded an indispensable stimulus without the aid which we cannot, indeed, conceive how the primitive human mind would have been induced to undertake any arduous labours."