Inspirational quotes with statements.
What is gained by the transcendence of the object is the identifiability of the object in a plurality of acts and the identifiability of what is thought by several individuals. This identifiability is not restricted to ideal objects, which are generated according to a definite operational law and are therefore producible by everyone out of the same material of intuition which is given prior to any particular sense-experience. The identifiability obtains in precisely the same way for objects of myth and folklore, of belief and artistic fantasy. Goethe’s Faust, Apollo, and Little Red Riding Hood can be identified by several individuals and are the objects of common, universally valid statements. Indeed, exact identity of the nature of the object in question and evidential knowledge of this identity can occur *only* in the case of ideal objects. Our certainty that we all think the same number 3 in the strictest identity of its nature is much more evident than that we all think the same real object, a tree, for instance. In the case of real objects we can actually prove that it is impossible for the momentary content in which the object is represented and thought to be exactly the same in a plurality of acts and for many individuals. The only other contribution made by the fact of the consciousness of transcendence, so long overlooked in recent philosophy, to the problem of reality is this: the acts in which this consciousness is present can bring the givenness of reality, of which we shall speak later, into “objective” form, and can therefore elevate that which is given in this way as real to the status of a real “object.” But with this, the contribution of the consciousness of transcendence to the problem of reality is at an end. Although N. Hartmann made the same point with respect to Paul Linke’s otherwise shrewd and pertinent comments on his doctrine of reality, still we should emphasize that the transcendence of the object does not *exclude* the reality of the object, not even of the *same* object in the strict sense of “same.” ―from_Idealism and Realism_
The only ethical principle which has made science possible is that the truth shall be told all the time. If we do not penalize false statements made in error, we open up the way for false statements by intention. And a false statement of fact, made deliberately, is the most serious crime a scientist can commit.
It has struck me that people seldom listen to the meaning of underlying words.There are only a few people who recognize the silence beyond the scream,the gentle weeping that hides beyond tough statements.They hear only the words,the sentences,when there is so much more to take in.People who are too self-absorbed to notice,really see or fathom others.Often,they don't even know themselves.
People enjoy inventing slogans which violate basic arithmetic but which illustrate “deeper” truths, such as “1 and 1 make 1” (for lovers), or “1 plus 1 plus 1 equals 1” (the Trinity). You can easily pick holes in those slogans, showing why, for instance, using the plus-sign is inappropriate in both cases. But such cases proliferate. Two raindrops running down a window-pane merge; does one plus one make one? A cloud breaks up into two clouds -more evidence of the same? It is not at all easy to draw a sharp line between cases where what is happening could be called “addition”, and where some other word is wanted. If you think about the question, you will probably come up with some criterion involving separation of the objects in space, and making sure each one is clearly distinguishable from all the others. But then how could one count ideas? Or the number of gases comprising the atmosphere? Somewhere, if you try to look it up, you can probably fin a statement such as, “There are 17 languages in India, and 462 dialects.” There is something strange about the precise statements like that, when the concepts “language” and “dialect” are themselves fuzzy.
The flimsy little protestations that mark the front gate of every novel, the solemn statements that any resemblance to real persons living or dead is entirely coincidental, are fraudulent every time. A writer has no other material to make his people from than the people of his experience ... The only thing the writer can do is to recombine parts, suppress some characterisitics and emphasize others, put two or three people into one fictional character, and pray the real-life prototypes won't sue.
But I give you my word, in the entire book there is nothing that cannot be said aloud in mixed company. And there is, also, nothing that makes you a bit the wiser. I wonder--oh, what will you think of me--if those two statements do not verge upon the synonymous.
If we were not impressed by job titles, suits, and jargon, we would demand that financial advisors show us their personal bank statements before they tell us what we could or should do with our own money.
We must understand the essence of our faith to be something other than a list of opinions, propositions, or statements that our group holds but cannot prove. (p. 22)
Do not put statements in the negative form.And don't start sentences with a conjunction.If you reread your work, you will find on rereading that agreat deal of repetition can be avoided by rereading and editing.Never use a long word when a diminutive one will do.Unqualified superlatives are the worst of all.De-accession euphemisms.If any word is improper at the end of a sentence, a linking verb is.Avoid trendy locutions that sound flaky.Last, but not least, avoid cliches like the plague.
Not long ago, I advertised for perverse rules of grammar, along the lines of "Remember to never split an infinitive" and "The passive voice should never be used." The notion of making a mistake while laying down rules ("Thimk," "We Never Make Misteaks") is highly unoriginal, and it turns out that English teachers have been circulating lists of fumblerules for years. As owner of the world's largest collection, and with thanks to scores of readers, let me pass along a bunch of these never-say-neverisms:* Avoid run-on sentences they are hard to read. * Don't use no double negatives.* Use the semicolon properly, always use it where it is appropriate; and never where it isn't.* Reserve the apostrophe for it's proper use and omit it when its not needed.* Do not put statements in the negative form.* Verbs has to agree with their subjects.* No sentence fragments.* Proofread carefully to see if you any words out.* Avoid commas, that are not necessary.* If you reread your work, you will find on rereading that a great deal of repetition can be avoided by rereading and editing.* A writer must not shift your point of view.* Eschew dialect, irregardless.* And don't start a sentence with a conjunction.* Don't overuse exclamation marks!!!* Place pronouns as close as possible, especially in long sentences, as of 10 or more words, to their antecedents.* Writers should always hyphenate between syllables and avoid un-necessary hyph-ens.* Write all adverbial forms correct.* Don't use contractions in formal writing.* Writing carefully, dangling participles must be avoided.* It is incumbent on us to avoid archaisms.* If any word is improper at the end of a sentence, a linking verb is.* Steer clear of incorrect forms of verbs that have snuck in the language.* Take the bull by the hand and avoid mixed metaphors.* Avoid trendy locutions that sound flaky.* Never, ever use repetitive redundancies.* Everyone should be careful to use a singular pronoun with singular nouns in their writing.* If I've told you once, I've told you a thousand times, resist hyperbole.* Also, avoid awkward or affected alliteration.* Don't string too many prepositional phrases together unless you are walking through the valley of the shadow of death.* Always pick on the correct idiom.* "Avoid overuse of 'quotation "marks."'"* The adverb always follows the verb.* Last but not least, avoid cliches like the plague; seek viable alternatives.", November 4, 1979; later also published in book form)
The Bible is not my book nor Christianity my profession. I could never give assent to the long, complicated statements of Christian dogma.
The doctrinal differences between Hinduism and Buddhism and Taoism are not anywhere near as important as doctrinal differences among Christianity and Islam and Judaism. Holy wars are not fought over them because verbalized statements about reality are never presumed to be reality itself.
It is this mythical, or rather symbolic, content of the religious traditions which is likely to come into conflict with science. This occurs whenever this religious stock of ideas contains dogmatically fixed statements on subjects which belong in the domain of science.
Christ is certainly distressed to see and to hear priests and bishops, who ought to be protecting the integrity of the teaching of the Gospel and of doctrine, multiply words and writings that weaken the rigor of the Gospel by their deliberately ambiguous, confused statements.
We humans, through old habits, and because of the inherent structure of human knowledge have a tendency to make static, definite, and, in a way, absolutistic one-valued statements. But when we fight absolutism, we quite often establish, instead, some other dogma equally silly and harmful. For instance, an active atheist is psycho-logically as unsound as a rabid theist.
Knowledge [savoir] in general cannot be reduced to science, nor even to learning [connaissance]. Learning is the set of statements which, to the exclusion of all other statements, denote or describe objects and may be declared true or false. Science is a subset of learning. It is also composed of denotative statements, but imposes two supplementary conditions on their acceptability: the objects to which they refer must be available for repeated access, in other words, they must be accessible in explicit conditions of observation; and it must be possible to decide whether or not a given statement pertains to the language judged relevant by the experts.
The internet is a blessing and curse, because it's a gateway to an endless plethora of information. However it's flooded with pseudoscience, fringe science, false information, contrived statements, pure lies, & utter misrepresentations of facts. It's essentially a situation were you're mining for genuine gold in a cave of fools gold, & while genuine gold exists, it's overwhelmed & obscured so often by imitation.
Left to our own devices, we are apt to backslide to our instinctive conceptual ways. This underscores the place of education in a scientifically literate democracy, and even suggests a statement of purpose for it (a surprisingly elusive principle in higher education today). The goal of education is to make up for the shortcomings in our instinctive ways of thinking about the physical and social world. And education is likely to succeed not by trying to implant abstract statements in empty minds but by taking the mental models that are our standard equipment, applying them to new subjects in selective analogies, and assembling them into new and more sophisticated combinations.
There are endless books about what every third grader must know that use the idea that factual knowledge is the basis of the ability to read as their justification. Unfortunately, the writers of these tracts have misunderstood the cognitive science behind those statements. It is difficult to read things when you don't understand what they are about, but it does not follow from that thatthe solution is to ram that knowledge down kids' throats and then have them read. It is much more clever to have them read about what they know and to gradually increase their knowledge through stories that cause them to have to learn more in order to make the stories understandable to them.
Old school mission statements defined what an organization did. Contemporary mission statements define why an organization does what it does.
The following is a list of statements made many years ago by experts in their fields. At the time they were said they sounded intelligent. With the passing of time, they sound idiotic.
But you can’t be a scientist if you’re uncomfortable with ignorance, because scientists live at the boundary between what is known and unknown in the cosmos. This is very different from the way journalists portray us. So many articles begin, “Scientists now have to go back to the drawing board.” It’s as though we’re sitting in our offices, feet up on our desks—masters of the universe—and suddenly say, “Oops, somebody discovered something!” No. We’re always at the drawing board. If you’re not at the drawing board, you’re not making discoveries. You’re not a scientist; you’re something else. The public, on the other hand, seems to demand conclusive explanations as they leap without hesitation from statements of abject ignorance to statements of absolute certainty.
Any account of science which does not explicitly describe it as something we believe in is essentially incomplete and a false pretense. It amounts to a claim that science is essentially different from and superior to all human beliefs that are not scientific statements--and this is untrue.
For those scientists who take it seriously, Darwinian evolution has functioned more as a philosophical belief system than as a testable scientific hypothesis. This quasi-religious function of the theory is, I think, what lies behind many of the extreme statements that you have doubtless encountered from some scientists opposing any critical analysis of neo-Darwinism in the classroom. It is also why many scientists make public statements about the theory that they would not defend privately to other scientists like me.
A second point that caught my attention was that the very persons who insist upon keeping religion and science separate are eager to use their science as a basis for pronouncements about religion. The literature of Darwinism is full of anti-theistic conclusions, such as that the universe was not designed and has no purpose, and that we humans are the product of blind natural processes that care nothing about us. What is more, these statements are not presented as personal opinions but as the logical implications of evolutionary sc
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