Science is knowledge which we understand so well that we can teach it to a computer; and if we don't fully understand something, it is an art to deal with it.

An algorithm must be seen to be believed.

...methods are more important than facts. The educational value of a problem given to a student depends mostly on how often the thought processes that are invoked to solve it will be helpful in later situations. It has little to do with how useful the answer to the problem may be. On the other hand, a good problem must also motivate the students; they should be interested in seeing the answer. Since students differ so greatly, I cannot expect everyone to like the problems that please me.

The designer of a new kind of system must participate fully in the implementation.

AI has by now succeeded in doing essentially everything that requires 'thinking' but has failed to do most of what people and animals do 'without thinking'-that, somehow, is much harder.

I decry the current tendency to seek patents on algorithms. There are better ways to earn a living than to prevent other people from making use of one's contributions to computer science.

Beware of bugs in the above code; I have only proved it correct, not tried it.