i. “Calumny can injure you only if you reflect yourself in others and not in your conscience.” (Fausto Cercignani).
ii. “Emulation can be positive, if you succeed in avoiding imitation.” (-ll-).
iii. “Your identity is like your shadow: not always visible and yet always present.” (-ll-).
iv. “Sometimes moderation is a bad counselor.” (-ll-).
v. “It is error only, and not truth, that shrinks from inquiry.” (Thomas Paine)
vi. “A long habit of not thinking a thing wrong, gives it a superficial appearance of being right, and raises at first a formidable outcry in defense of custom.” (-ll-)
vii. “A body of men, holding themselves accountable to nobody, ought not to be trusted by any body.” (-ll-)
viii. “All national institutions of churches, whether Jewish, Christian, or Turkish, appear to me no other than human inventions set up to terrify and enslave mankind, and monopolize power and profit.” (-ll-)
ix. “Example has more followers than reason.” (Christian Nestell Bovee)
xii. “Education is an ornament for the prosperous, a refuge for the unfortunate.” (Democritus)
xiii. “There is no such thing as a Scientific Mind. Scientists are people of very dissimilar temperaments doing different things in very different ways. Among scientists are collectors, classifiers and compulsive tidiers-up; many are detectives by temperament and many are explorers; some are artists and others artisans. There are poet-scientists and philosopher-scientists and even a few mystics. What sort of mind or temperament can all these people be supposed to have in common? Obligative scientists must be very rare, and most people who are in fact scientists could easily have been something else instead.” (Peter Medawar)
xiv. “The purpose of scientific enquiry is not to compile an inventory of factual information, nor to build up a totalitarian world picture of natural Laws in which every event that is not compulsory is forbidden. We should think of it rather as a logically articulated structure of justifiable beliefs about nature.” (-ll-)
xv. “the spread of secondary and latterly tertiary education has created a large population of people, often with well-developed literary and scholarly tastes, who have been educated far beyond their capacity to undertake analytical thought.” (-ll-)
xvi. “If a person a) is poorly, b) receives treatment intended to make him better, and c) gets better, no power of reasoning known to medical science can convince him that it may not have been the treatment that restored his health.” (-ll-)
xvii. “I once spoke to a human geneticist who declared that the notion of intelligence was quite meaningless, so I tried calling him unintelligent. He was annoyed, and it did not appease him when I went on to ask how he came to attach such a clear meaning to the notion of lack of intelligence. We never spoke again.” (-ll-)
xviii. “There is no feeling so simple that it is not immediately complicated and distorted by introspection.” (André Gide)
xix. “Men need history; it helps them to have an idea of who they are.” (V. S. Naipaul)
xx. “There is a great deal of difference between the eager man who wants to read a book, and the tired man who wants a book to read.” (G. K. Chesterton)
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