In our thinking we must preserve an open and enquiring mind, an ability to see things through the eyes of our opponents, a skill for understanding the motives and thoughts of those whom we oppose. Yet we must act in the light of the best knowledge and reason available to us at the moment.
The ability to think straight, some knowledge of the past, some vision of the future, some skill to do useful service some urge to fit that service into the well-being of the community - these are the most vital things education must try to produce.
In the conventional [intelligence] test, the child is confronted by an adult who fires at him a rapid series of questions. The child is expected to give a single answer (or, when somewhat older, to write down his answer or to select it from a set of choices). A premium is placed on linguistic facility, on certain logical-mathematical abilities, and on a kind of social skill at negotiating the situation with an elder in one's presence. These factors can all intrude when one is trying to assess another kind of intelligence -- say, musical, bodily-kinesthetic, or spatial.
In all human activities, it is not ideas or machines that dominate; it is people. I have heard people speak of “the effect of personality on science.” But this is a backward thought. Rather, we should talk about he effect of science on personalities. Science is not the dispassionate analysis of impartial data. It is the human, and thus passionate, exercise of skill and sense on such date. Science is not an exercise in objectivity, but, more accurately, an exercise in which objectivity is prized.
We are born with faculties and powers capable of almost anything, such as at least would carry us further than can be easily imagined; but it is only the exercise of those powers which gives us ability and skill in anything, and leads us towards perfection.
What can be more foolish than to think that all this rare fabric of heaven and earth could come by chance, when all the skill of art is not able to make an oyster? To see rare effects, and no cause; a motion, without a mover; a circle, without a centre; a time, without an eternity; a second, without a first: these are things so against philosophy and natural reason, that he must be a beast in understanding who can believe in them. The thing formed, says that nothing formed it; and that which is made, is, while that which made it is not! This folly is infinite!
Uncontrolled technology can certainly bring down disaster, perhaps irreparable, as our race. The only protection against it is a growth in man’s spiritual and moral maturity proportionate to his growth in technical skill and power.
If there should be any [persons], who though ignorant in Mathematics, yet pretending a skill in those Learnings, should dare, upon the authority of some place of Scripture wrested to their purpose, to condemn and censure my Hypothesis, I value them not, but shall slight their inconsiderate judgment.
Throughout history, individuals have solved apparently impossible problems during moments of intense inner clarity. Variously called inspiration, peak performance, creative insight, and higher creativity, such moments produce illuminated understanding, which can then be shaped, revised, and carried forward by skill alone.
Success in administration obviously stands or falls on skill in execution. Execution means, above, all, the right people – it means having men and women capable of providing the information and carrying out the decision.
Discipline is the surest means to greater freedom and independence; it provides the focus to achieve the skill level and depth of knowledge that translates into more options in life... The Law of Discipline points to a paradox. While freedom is our transcendent birthright, it must be earned in this world; discipline remains the key to freedom and independence.
It is for the most part in our skill in manners, and in the observation of time and place and of decency in general that what is called taste consists; and which is in reality no other that a more refined judgment. The cause of a wrong taste is a defect of judgment.
The art of archery is not an athletic ability mastered more or less through primarily physical practice, but rather a skill with its origin in mental exercise and with its object consisting in mentally hitting the mark. Therefore, the archer is basically aiming himself. Through this, perhaps, he will succeed in hitting the target - his essential self.