Something doing every minute' may be a gesture of despair-or the height of a battle against boredom.

Many instructional arrangements seem "contrived," but there is nothing wrong with that. It is the teacher's function to contrive conditions under which students learn. It has always been the task of formal education to set up behavior which would prove useful or enjoyable later in a student's life.

A scientist may not be sure of the answer, but he's often sure he can find one. And that's a condition which is clearly not enjoyed by philosophy.

To say that a man is sinful because he sins is to give an operational definition of sin. To say that he sins because he is sinful is to trace his behavior to a supposed inner trait. But whether or not a person engages in the kind of behavior called sinful depends upon circumstances which are not mentioned in either question. The sin assigned as an inner possession (the sin a person "knows") is to be found in a history of reinforcement.

...not everyone is willing to defend a position of 'not knowing.' There is no virtue in ignorance for its own sake.

Something doing every minute' may be a gesture of despair-or the height of a battle against boredom.

I don't believe in God, so I'm not afraid of dying.