It was while I was studying philosophy that I came to understand. . . that it is no sign of moral or spiritual strength to believe that for which one has no evidence, neither a priori evidence as in math, nor a posteriori evidence as in science. . . . It's a violation almost immoral in its transgressiveness to shirk the responsibilities of rationality.

This is the pedagogical paradox. The person and the teacher is required precisely because the knowledge itself is nontransferable from teacher to student.

Does God have a reason for wanting us to be charitable, to take care of those who can't take care of themselves? Either God does or God doesn't, it's just logic. If God has a reason then there is a reason independent of God and whatever God's reason is we should figure it out for ourselves. There is a reason and God doesn't really ground morality at all. God wants us to give charity because it's the right thing to do.

To matter ... Is there any human will deeper than that? ... We don't want to live when we become convinced that we don't, can't, will never matter. ... We no sooner discover that we are than we desperately want that which we are to matter.

One of the interesting things about the ancient Greeks is that they really didn't have our conception of individual rights. They didn't have our conception of all lives matters. And it was really was true for them, that certain lives matter a lot more than others. It didn't dawn on them that all lives, although different, can be lives of equal mattering. And that is actually something a huge ethical lesson.

I don't think I can write the story of my life, but I can write the story of my hair.

If we don't understand our tools, then there is a danger we will become the tool of our tools. We think of ourselves as Google's customers, but really we're its products.