Knowledge is a continuous fabric, in which ideas are connected to other ideas. Reason-free zones, in which people can assert arbitrary beliefs safe from ordinary standards of evaluation, can only corrupt this fabric, just as a contradiction can corrupt a system of logic, allowing falsehoods to proliferate through it.

Anything that makes it easier to imagine trading places with someone else increases your moral consideration for that other person.

The idea that boys want to sleep with their mothers strikes most men as the silliest thing they have ever heard. Obviously, it did not seem so to Freud, who wrote that as a boy he once had an erotic reaction to watching his mother dressing. But Freud had a wet-nurse, and may not have experienced the early intimacy that would have tipped off his perceptual system that Mrs. Freud was his mother. The Westermarck theory has out-Freuded Freud.

Effective education may also require co-opting old faculties to deal with new demands. . . Because much of the content of education is not cognitively natural, the process of mastering it may not always be easy and pleasant, notwithstanding the mantra that learning is fun.

I think students should know something about religion as a historical phenomenon, in the same way that they should know something about socialism and humanism and the other great ideas that have shaped political philosophies and therefore the course of human events.

I get drawn in when I feel there is something deep and mysterious going on beneath the surface of something.

The stuff of life turned out to be not a quivering, glowing, wondrous gel but a contraption of tiny jigs, springs, hinges, rods, sheets, magnets, zippers, and trapdoors, assembled by a data tape whose information is copied, downloaded and scanned.