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Parmenides did for science what Plato would later do for morality and aesthetics as well: he alerts us to the fact that opinions are just opinions, and they may differ widely. There may yet be a single truth, which need not be as anyone thought. To search for knowledge is to search for access to the truth, not to collect other people’s opinions, and philosophy conducts its unrelenting search for truth in the steps of Parmenides, by respecting sound and rigorous logical argument rather than the variegated tapestry of unexamined opinions.

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The seeker after the truth is not one who studies the writings of the ancients and, following his natural disposition, puts his trust in them, but rather the one who suspends his faith in them and questions what he gathers from them, the one who submits to argument and demonstration, and not to the sayings of a human being whose nature is fraught with all kinds of imperfection and deficiency. Thus the duty of the man who investigates the writings of scientists, if learning the truth is his goal, is to make himself an enemy of all that he reads, and, applying his mind to the core and margins of its content, attack it from every side. He should also suspect himself as he performs his critical examination of it, so that he may avoid falling into either prejudice or leniency.

It would be better, I think, for the man who really seeks the truth not to ask what the poets say; rather, he should first learn the method of finding the scientific premises that I discussed in the second book; then he should train and exercise himself in this method; and when his training is sufficiently advanced, then, as he approaches each particular problem, he should enquire into the premise needed for proving it, which premise he should take from simple sense-perception, which from experience, whether drawn from life or from the arts, which from the truths clearly apprehended by the mind, in order to draw out from them the desired conclusion.

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Ardent desire for knowledge, in fact, is the one motive attracting and supporting investigators in their efforts; and just this knowledge, really grasped and yet always flying before them, becomes at once their sole torment and sole happiness.… [A] man of science rises ever, in seeking truth; and if he never finds it in its wholeness, he discovers nevertheless very significant fragments; and these fragments of universal truth are precisely what constitutes science.

"All men", said Aristotle, "by nature desire to know." The pursuit of truth, the effort to comprehend, arrange, interpret some aspect or other of the universe we perceive, is an activity of humanity which justifies, rewards and motivates itself. The study of something for its own sake, for the sake of knowing, understanding, grasping it and for nothing else, is an essential characteristic of education, lower or higher, though more obviously of higher education. The content of education must therefore be that which men would wish to know for its own sake.

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