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

I'm a Spinozist. I believe in reason. I think all the progress that we've made making this a better world have been because of reason and not religion. I think religion has been pulled along by reason and that's why we read The Bible now so differently, even believers.

Everyone loves a hero. What we differ on is the question of who the heroes are, because we differ over what matters. And who matters is a function of what matters. [If] what matters is intelligence, the people who matter are the intelligent, and the people who matter the most, the heroes, are the geniuses.

If we look at our attitudes consistently and work out the logical implications we're on the road to moral progress, moral understanding.

That's one of the compensations for being mediocre. One doesn't have to worry about becoming mediocre.

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.

I was trained as a philosopher never to put philosophers and their ideas into historical contexts, since historical context has nothing to do with the validity of the philosopher's positions. I agree that assessing validity and contextualizing historically are two entirely distinct matters and not to be confused with one another. And yet that firm distinction doesn't lead me to endorse the usual way in which history of philosophy is presented.