I do not think that any thorough-going modification of college curriculum would be possible without a modification of the methods of instruction.

One can think effectively only when one is willing to endure suspense and to undergo the trouble of searching.

Every teacher should realize the dignity of his calling.

What, after all, is the public under present conditions? What are the reasons for its eclipse? What hinders it from finding and identifying itself? By what means shall its inchoate and amorphous estate be organized into effective political action relevant to present social needs and opportunities? What has happened to the public in the century and a half since the theory of political democracy was urged with such assurance and hope?

Social engaged intellectuals must accept reality as they found it and shape it toward positive social goals, not stand aside in self-righteous isolation.

Schools should take an active part in directing social change, and share in the construction of a new social order

An empirical philosophy is in any case a kind of intellectual disrobing. We cannot permanently divest ourselves of the intellectual habits we take on and wear when we assimilate the culture of our own time and place. But intelligent furthering of culture demands that we take some of them off, that we inspect them critically to see what they are made of and what wearing them does to us. We cannot achieve recovery of primitive naïveté. But there is attainable a cultivated naïveté of eye, ear and thought.