Instead of trying to specify it in full detail, you specify it only somewhat. You then ride on the dynamics of the system in the direction you want to go.
- Stafford Beer
I was made for the library, not the classroom. The classroom was a jail of other people’s interests. The library was open, unending, free.
- Ta-Nehisi Coates, Between the World and Me
EVERY ACT OF CONSCIOUS LEARNING REQUIRES THE WILLINGNESS TO SUFFER AN INJURY TO ONE’S SELF ESTEEM. THAT IS WHY YOUNG CHILDREN, BEFORE THEY ARE AWARE OF THEIR OWN SELF-IMPORTANCE, LEARN SO EASILY; AND WHY OLDER PERSONS, ESPECIALLY IF VAIN OR IMPORTANT, CANNOT LEARN AT ALL.
So, when I say ‘For every argument there is an equal and opposite one,’ I am in effect saying ‘For every argument I have considered, which purports to establish something dogmatically, it seems to me that there is another argument purporting to establish something dogmatically, which is opposite to it, and which is equally plausible or implausible.’
Sextus Empiricus, Outlines of Pyrrhonism