What causes us the most misery and pain... has nothing to do with the — Neil Postman

"In the development of intelligence nothing can be more "basic" than learning how to ask productive questions. Many years ago, in Teaching as a Subversive Activity, Charles Weingartner and I expressed our astonishment at the neglect shown in school toward this language art. ...The "back to the basics" philosophers rarely mention it, and practicing teachers usually do not find room for it in their curriculums. …all our knowledge results from questions, which is another way of saying that question-asking is our most important intellectual tool… There are at present no reading tests anywhere that measure the ability of students to address probing questions to the particular texts they are reading... What students need to know are the rules of discourse which comprise the subject, and among the most central of such rules are those which govern what is and what is not a legitimate question."

"The new education has as its purpose the development of a new kind of person, one who — as a result of internalizing a different series of concepts — is an actively inquiring, flexible, creative, innovative, tolerant, liberal personality who can face uncertainty and ambiguity without disorientation, who can formulate viable new meanings to meet changes in the environment which threaten individual and mutual survival. The new education, in sum, is new because it consists of having students use the concepts most appropriate to the world in which we all must live. All of these concepts constitute the dynamics of the quest-questioning, meaning-making process that can be called "learning how to learn."

"Definitions, like questions and metaphors, are instruments for thinking. Their authority rests entirely on their usefulness, not their correctness. We use definitions in order to delineate problems we wish to investigate, or to further interests we wish to promote. In other words, we invent definitions and discard them as suits our purposes. And yet, one gets the impression that... God has provided us with definitions from which we depart at the risk of losing our immortal souls. This is the belief that I have elsewhere called "definition tyranny," which may be defined... as the process of accepting without criticism someone elses definition of a word or a problem or a situation. I can think of no better method of freeing students from this obstruction of the mind than to provide them with alternative definitions of every concept and term with which they must deal in a subject. Whether it be "molecule," "fact," "law," "art," "wealth," "gene," or whatever, it is essential that students understand that definitions are hypotheses, and that embedded in them is a particular philosophical, sociological, or epistemological point of view."

"Since most subjects studied in school consist largely of theories... language education must include not only the serious study of what truth and falsehood mean in the context of a subject, but also what is meant by a fact, an inference, an assumption, a judgment, a generalization... In this way students will be learning both the language of a subject and the methods of inquiry in that subject, since inquiry consists of nothing else but the generation of questions, the invention of definitions and metaphors, the separation of facts from inferences, the forming of generalizations..."

"The key to all fanatical beliefs is that they are self-confirming....(some beliefs are) fanatical not because they are "false", but because they are expressed in such a way that they can never be shown to be false."

"It may come as a surprise to our technocrat philosophers, but people do not read, write, speak, or listen primarily for the purpose of achieving a test score. They use language in order to conduct their lives, and to control their lives, and to understand their lives. An improvement in ones language abilities is therefore ...observed in changes in ones purposes, perceptions, and evaluations. Language education... may achieve what George Bernard Shaw asserted is the function of art. "Art," he said in Quintessence of Ibsenismn, "should refine our sense of character and conduct, of justice and sympathy, greatly heightening our self knowledge, self-control, precision of action and considerateness, and making us intolerant of baseness, cruelty, injustice, and intellectual superficialty and vulgarity." …For my purposes, if you replace the word "art" with the phrase "language education," you will have a precise statement of what I have been trying to say."

"Solemnly seemest like a vapoury cloud To rise before me — Rise, oh, ever rise; Rise like a cloud of incense from the earth! Thou kingly spirit throned among the hills, Thou dread ambassador from earth to heaven, Great hierarch! tell thou the silent sky, And tell the stars, and tell yon rising sun, Earth, with her thousand voices, praises God."

"We all lament the sad decease of the heroic worker who occupied the post until last week. As you know, his services to the cause were considerable. He organised the great dynamite coup of Brighton which, under happier circumstances, ought to have killed everybody on the pier. As you also know, his death was as self-denying as his life, for he died through his faith in a hygienic mixture of chalk and water as a substitute for milk, which substance he regarded as barbaric, and as involving cruelty to the cow."

"Me, I just dont care about proprietary software. Its not "evil" or "immoral," it just doesnt matter. I think that Open Source can do better, and Im willing to put my money where my mouth is by working on Open Source, but its not a crusade – its just a superior way of working together and generating code."

"Present-day computers are designed primarily to solve preformulated problems or to process data according to predetermined procedures. The course of the computation may be conditional upon results obtained during the computation, but all the alternatives must be foreseen in advance. … The requirement for preformulation or predetermination is sometimes no great disadvantage. It is often said that programming for a computing machine forces one to think clearly, that it disciplines the thought process. If the user can think his problem through in advance, symbiotic association with a computing machine is not necessary."

"Critics of the war plans (including myself) have pointed to the disastrous political results that must be expected: Iraq would break into three parts (Kurds in the north, Sunnis in the center, Shi’ites in the south), the Middle East would be exposed to the onslaught of Iranian fanaticism, pro-Western Arab regimes would collapse. Israel would be surrounded by aggressive Islamic fundamentalism, like the Crusader kingdom with the advent of Saladin."

"We must eliminate that [potential nuclear] threat now before it is too late. But that isnt just a future threat. Saddams existing biological and chemical weapons capabilities pose real threats to America today, tomorrow. … [He] is working to develop delivery systems like missiles and unmanned aerial vehicles that could bring these deadly weapons against U.S. forces and U.S. facilities in the Middle East. He could make these weapons available to many terrorist groups, third parties, which have contact with his government. Those groups, in turn, could bring those weapons into the United States and unleash a devastating attack against our citizens. I fear that greatly."