In college, in the early 1950s, I began to learn a little about how science works, the secrets of its great success, how rigorous the standards of evidence must be if we are really to know something is true, how many false starts and dead ends have plagued human thinking, how our biases can colour our interpretation of evidence, and how often belief systems widely held and supported by the political, religious and academic hierarchies turn out to be not just slightly in error, but grotesquely wrong.

National boundaries are not evident when we view the Earth from space. Fanatical ethnic or religious or national chauvinisms are a little difficult to maintain when we see our planet as a fragile blue crescent fading to become an inconspicuous point of light against the bastion and citadel of the stars.

Humans are very good at dreaming, although you'd never know it from your television.

Both the Freudian and the Platonic metaphors emphasize the considerable independence of and tension among the constituent parts of the psyche, a point that characterizes the human condition.

The Cosmos is all that is or ever was or ever will be.

I believe that in every person is a kind of circuit which resonates to intellectual discovery-and the idea is to make that resonance work

I believe that part of what propels science is the thirst for wonder. It's a very powerful emotion. All children feel it. In a first grade classroom everybody feels it; in a twelfth grade classroom almost nobody feels it, or at least acknowledges it. Something happens between first and twelfth grade, and it's not just puberty. Not only do the schools and the media not teach much skepticism, there is also little encouragement of this stirring sense of wonder. Science and pseudoscience both arouse that feeling. Poor popularizations of science establish an ecological niche for pseudoscience.