Marvin Minsky Quotes

Theorems often tell us complex truths about the simple things, but only rarely tell us simple truths about the complex ones. To believe otherwise is wishful thinking or "mathematics envy."

Perhaps the music that some call 'background' music can tranquilize by turning under-thoughts from bad to neutral, leaving the surface thoughts free of affect by diverting the unconscious.

Most adults have some childlike fascination for making and arranging larger structures out of smaller ones.

The way the mathematics game is played, most variations lie outside the rules, while music can insist on perfect canon or tolerate a casual accompaniment.

Of what use is musical knowledge? Here is one idea. Each child spends endless days in curious ways; we call this play. A child stacks and packs all kinds of blocks and boxes, lines them up, and knocks them down. … Clearly, the child is learning about space! ...how on earth does one learn about time? Can one time fit inside another? Can two of them go side by side? In music, we find out!

What is the difference between merely knowing (or remembering, or memorizing) and understanding? ...A thing or idea seems meaningful only when we have several different ways to represent it — different perspectives and different associations. ...Then we can turn it around in our minds, so to speak: however it seems at the moment, we can see it another way and we never come to a full stop. In other words, we can 'think' about it. If there were only one way to represent this thing or idea, we would not call this representation thinking.

We find things that do not fit into familiar frameworks hard to understand – such things seem meaningless.

If explaining minds seems harder than explaining songs, we should remember that sometimes enlarging problems makes them simpler! The theory of the roots of equations seemed hard for centuries within its little world of real numbers, but it suddenly seemed simple once Gauss exposed the larger world of so-called complex numbers. Similarly, music should make more sense once seen through listeners' minds.

Our culture has a universal myth in which we see emotion as more complex and obscure than intellect. Indeed, emotion might be "deeper" in some sense of prior evolution, but this need not make it harder to understand; in fact, I think today we actually know much more about emotion than about reason.

Only the surface of reason is rational. I don't mean that understanding emotion is easy, only that understanding reason is probably harder.

Each part of the mind sees only a little of what happens in some others, and that little is swiftly refined, reformulated and "represented." We like to believe that these fragments have meanings in themselves — apart from the great webs of structure from which they emerge — and indeed this illusion is valuable to us qua thinkers — but not to us as psychologists — because it leads us to think that expressible knowledge is the first thing to study.

Each subsociety of mind must have its own internal epistemology and phenomenology, with most details private, not only from the central processes, but from one another.

Most theories of learning have been based on ideas of "reinforcement" of success. But all these theories postulate a single, centralized reward mechanism. I doubt this could suffice for human learning because the recognition of which events should be considered memorable cannot be a single, uniform process. It requires too much "intelligence." Instead I think such recognitions must be made, for each division of the mind, by some other agency that has engaged the present one for a purpose.

It would seem that making unusual connections is unusually difficult and, often, rather "indirect"—be it via words, images, or whatever. The bizarre structures used by mnemonist (and, presumably unknowingly, by each of us) suggests that arbitrary connections require devious pathways.

A memory should induce a state through which we see current reality as an instance of the remembered event — or equivalently, see the past as an instance of the present. ...the system can perform a computation analogous to one from the memorable past, but sensitive to present goals and circumstances.