Must we wait for selection to solve the problems of overpopulation, exhaustion of resources, pollution of the environment and a nuclear holocaust, or can we take explicit steps to make our future more secure? In the latter case, must we not transcend selection?

A person who has been punished is not thereby simply less inclined to behave in a given way; at best, he learns how to avoid punishment.

It is a surprising fact that those who object most violently to the manipulation of behaviour nevertheless make the most vigorous effort to manipulate minds.

Unable to understand how or why the person we see behaves as he does, we attribute his behavior to a person we cannot see, whose behavior we cannot explain either but about whom we are not inclined to ask questions.

Indeed one of the ultimate advantages of an education is simply coming to the end of it.

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.

Science, not religion, has taught me my most useful values, among them intellectual honesty. It is better to go without answers than to accept those that merely resolve puzzlement.