Anyone who has studied the history of technology knows that technological change is always a Faustian bargain: Technology giveth and technology taketh away, and not always in equal measure. A new technology sometimes creates more than it destroys. Sometimes, it destroys more than it creates. But it is never one-sided. The invention of the printing press is an excellent example. Printing fostered the modern idea of individuality but it destroyed the medieval sense of community and social integration.

You can only photograph a fragment of the here and now. The photograph presents the world as object; language, the world as idea.

Once you have learned to ask questions - relevant and appropriate and substantial questions - you have learned how to learn and no one can keep you from learning whatever you want or need to know.

Reading is the scourge of childhood because, in a sense, it creates adulthood.

School has never really been about individualized learning, but about how to be socialized as a citizen and as a human being, so that we, we have important rules in school, always emphasizing the fact that one is part of a group.

It is not entirely true that a TV producer or reporter has complete control over the contents of programs. The interests and inclinations of the audience have as much to do with the what is on television as do the ideas of the producer and reporter.

But in the end, science does not provide the answers most of us require. Its story of our origins and of our end is, to say the least, unsatisfactory. To the question, "How did it all begin?", science answers, "Probably by an accident." To the question, "How will it all end?", science answers, "Probably by an accident." And to many people, the accidental life is not worth living. Moreover, the science-god has no answer to the question, "Why are we here?" and, to the question, "What moral instructions do you give us?", the science-god maintains silence.