Inquiry and wonder must replace dogmatism and certainty. The long-term goal is to create conditions that turn the dispositions of inquiring and wondering into culturally trumpeted values.

The goal of intellectual life should be to see and understand what is true, not merely to adhere to a prevailing orthodoxy.

I think us here to wonder, myself. To wonder. To ast. And that in wondering bout the big things and asting bout the big things, you learn about the little ones, almost by accident. But you never know nothing more about the big things than you start out with. The more I wonder, he say, the more I love.

In the broadest context, the goal is to seek enlightenment - however you define it.

Both skepticism and wonder are skills that need honing and practice. Their harmonious marriage within the mind of every schoolchild ought to be a principal goal of public education. I’d love to see such a domestic felicity portrayed in the media, television especially: a community of people really working the mix — full of wonder, generously open to every notion, dismissing nothing except for good reason, but at the same time, and as second nature, demanding stringent standards of evidence — and these standards applied with at least as much rigor to what they hold dear as to what they are tempted to reject with impunity.

Think and wonder, wonder and think.

My motto when I was writing this was ‘replace judgment with curiosity’.

We serve that purpose best when we commit to open inquiry and freedom of expression as foundational values of our academic community. Our individual and collective capacity for discovery depends on our willingness to debate ideas; to expose and reconsider assumptions; to marshal facts and evidence; to talk and to listen with care and humility, and with the goal of deeper understanding and as seekers of truth.

Wonder is the desire of knowledge.

We are, finally, all wanderers in search of knowledge. Most of us hold the dream of becoming something better than we are, something larger, richer, in some way more important to the world and ourselves. Too often, the way taken is the wrong way, with too much emphasis on what we want to have, rather than what we wish to become.

Education must shift from instruction, from imposing of stencils, to discovery — to probing and exploration and to the recognition of the language of forms.

Teaching is not the mere imparting of knowledge but the cultivation of an inquiring mind.

Wondering’s healthy. Broadens the mind. Opens you up to all sorts of stray thoughts and possibilities.

Neither acquiescence in skepticism nor acquiescence in dogma is what education should produce. What it should produce is a belief that knowledge is attainable in a measure, though with difficulty; that much of what passes for knowledge at any given time is likely to be more or less mistaken, but that the mistakes can be rectified by care and industry. In acting upon our beliefs, we should be very cautious where a small error would mean disaster; nevertheless it is upon our beliefs that we must act. This state of mind is rather difficult: it requires a high degree of intellectual culture without emotional atrophy. But though difficult, it is not impossible; it is in fact the scientific temper. Knowledge, like other good things, is difficult, but not impossible; the dogmatist forgets the difficulty, the skeptic denies the possibility. Both are mistaken, and their errors, when widespread, produce social disaster.