Adam Rex Quotes

We do not know a truth without knowing its cause.

Knowing a deep thing well, which is what science asks of its practitioners, is an empowerment that is very profound. It's a liberation.

The answers aren't important really... What's important is- knowing all the questions.

Knowing what we must do is neither fundamental nor difficult, but to comprehend which presumptions and vain prejudices we must rid ourselves of in order to be able to educate our children is most difficult.

There are two modes of acquiring knowledge, namely by reasoning and experience. Reasoning draws a conclusion and makes us grant the conclusion, but does not make the conclusion certain, nor does it remove doubt so that the mind may rest on the intuition of truth, unless the mind discovers it by the path of experience.

Pictures are not incidental frills to a text; they are essences of our distinctive way of knowing.

During the last century, and part of the one before, it was widely held that there was an unreconcilable conflict between knowledge and belief. The opinion prevailed amoung advanced minds that it was time that belief should be replaced increasingly by knowledge; belief that did not itself rest on knowledge was superstition, and as such had to be opposed. According to this conception, the sole function of education was to open the way to thinking and knowing, and the school, as the outstanding organ for the people's education, must serve that end exclusively.

We need learn what we need to learn, know what we need to know, and do what we need to do.

Till a man can judge whether they be truths or not, his understanding is but little improved, and thus men of much reading, though greatly learned, but may be little knowing.

True opinions are a fine thing and do all sorts of good so long as they stay in their place; but they will not stay long. They run away from a man's mind, so they are not worth much until you tether them by working out the reason. Once they are tied down, they become knowledge, and are stable.

In learning to know other things, and other minds, we become more intimately acquainted with ourselves, and are to ourselves better worth knowing.

What if there's another terrorist attack? I cringe at the ideas of our enemies watching this, knowing much like the president we have now. You can do anything you want, you can jerk us around, you can harass our naval ships the way Iran is doing right now, and we're not going to do anything. We're not going to react.

The ceaseless, senseless demand for original scholarship in a number of fields, where only erudition is now possible, has led either to sheer irrelevancy, the famous knowing of more and more about less and less, or to the development of a pseudo-scholarship which actually destroys its object.

The important thing is how we know, not what or how much.

Knowing a lot...is a springboard to creativity.

A man may live long, and die at last in ignorance of many truths, which his mind was capable of knowing, and that with certainty.

So much of what we understand comes from knowing what something is and what that something used to be, which allows us to figure out, or at least imagine, what happened in between.

In reference to right answers - Knowing is a process, not a product.

Learning comes from education, while knowing comes from revelation. Learning is cognitive, while knowing is spiritual.

The Tree of Knowledge grew fast by, Knowledge of Good bought dear by knowing ill.

What we learn for the sake of knowing, we hold; what we learn for the sake of accomplishing some ulterior end, we forget as soon as that end has been gained. This, too, is automatic action in the constitution of the mind itself, and it is fortunate and merciful that it is so, for otherwise our minds would be soon only rubbish-rooms.

Science has been seriously retarded by the study of what is not worth knowing and of what is not knowable.

... there is no shame in not knowing. The problem arises when irrational thought and attendant behavior fill the vacuum left by ignorance.

The line-by-line, sequential, continuous form of the printed page slowly began to lose its resonance as a metaphor of how knowledge was to be acquired and how the world was to be understood. "Knowing" the facts took on a new meaning, for it did not imply that one understood implications, background, or connections. Telegraphic discourse permitted no time for historical perspectives and gave no priority to the qualitative. To the telegraph, intelligence meant knowing of lots of things, not knowing about them.

Study the rules so that you won't beat yourself by not knowing something.