It is one thing for the institution to offer space for serious engagement, in thought and action, and to encourage free and independent use of such opportunities; it is something else for the university to become engaged as an institution, beyond a fairly narrow range where true consensus exists, and even that raises questions.

The 'free-floating intellectual' may occupy himself with problems because of their inherent interest and importance, perhaps to little effect.

Very urgent measures need to be taken, and without much delay, in dealing with the ongoing destruction of the environment.

Like other organisms, humans have a certain genetic endowment (apparently varying little in the species, not a surprise considering its recent separation from other hominids). That determines what we call their nature.

There is no reason to accept the doctrines crafted to sustain power and privilege, or to believe that we are constrained by mysterious and unknown social laws.

If you owned everything and a tiny little piece gets out of control, then your world's gone. Like some unusual child who has a million toys and one of them is stolen, he's going to perish.

As elite attitudes towards public education over time illustrate, simple formulas are far from adequate. There are conflicting tendencies.