What's the difference between a bright, inquisitive five-year-old, and a dull, stupid nineteen-year-old? Fourteen years of the British educational system.

All definite knowledge - so I should contend - belongs to science; all dogma as to what surpasses definite knowledge belongs to theology. But between theology and science there is a No Man's Land, exposed to attack by both sides; this No Man's Land is philosophy.

Of all forms of caution, caution in love is perhaps the most fatal to true happiness.

Philosophy arises from an unusually obstinate attempt to arrive at real knowledge. What passes for knowledge in ordinary life suffers from three defects: it is cocksure, vague and self-contradictory. The first step towards philosophy consists in becoming aware of these defects, not in order to rest content with a lazy scepticism, but in order to substitute an amended kind of knowledge which shall be tentative, precise and self-consistent.

Suppose atomic bombs had reduced the population of the world to one brother and sister; should they let the human race die out?

[Industrialism's soon diminishing] capacity to supply human needs could be prevented if men exercised any restraint or foresight in their present frenzied exploitation.

More important than the curriculum is the question of the methods of teaching and the spirit in which the teaching is given