Education, they [philosophers] felt, is the only answer to the always pressing question, to the political question par excellence, of how to reconcile order which is not oppression with freedom which is not license.

When speaking of a "body of knowledge" or of "the results of research," e.g., we tacitly assign the same cognitive status to inherited knowledge and to independently acquired knowledge. To counteract this tendency a special effort is required to transform inherited knowledge into genuine knowledge by revitalizing its original discovery, and to discriminate between the genuine and the spurious elements of what claims to be inherited knowledge.

God's reasons for communicating with man must be subsumed under his reason for communicating to him his account of his creation of the world - and man.

If God is One, and if there can be no other God, there can be no idea of God.

By becoming aware of the dignity of the mind, we realize the true ground of the dignity of man and therewith the goodness of the world, whither we understand it as created or uncreated, which is the home of man because it is the home of the human mind.

The contemporary rejection of natural right leads to nihilism - nay, it is identical with nihilism.

By realizing that we are ignorant of the most important things, we realize at the same time that the most important thing for us, or the one thing needful, is quest for knowledge of the most important things or quest for wisdom.