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The spread, both in and width and depth, of the multifarious branches of knowledge by during the last hundred odd years has confronted us with a queer dilemma. We feel clearly that we are only now beginning to acquire reliable material for welding together the sum total of all that is known into a whole; but, on the other hand, it has become next to impossible for a single mind fully to command more than a small specialized portion of it. I can see no other escape from this dilemma (lest our true who aim be lost for ever) than that some of us should venture to embark on a synthesis of facts and theories, albeit with second-hand and incomplete knowledge of some of them -and at the risk of making fools of ourselves.

 

Erwin Schrodinger

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It is not enough to teach a man a specialty. Through it he may become a kind of useful machine but not a harmoniously developed personality. It is essential that the student acquire an understanding of and a lively feeling for values. He must acquire a vivid sense of the beautiful and of the morally good. Otherwise he—with his specialized knowledge—more closely resembles a well-trained dog than a harmoniously developed person. He must learn to understand the motives of human beings, their illusions, and their sufferings in order to acquire a proper relationship to individual fellow-men and to the community. These precious things are conveyed to the younger generation through personal contact with those who teach, not—or at least not in the main—through textbooks. It is this that primarily constitutes and preserves culture. This is what I have in mind when I recommend the "humanities" as important, not just dry specialized knowledge in the fields of history and philosophy.

 

Albert Einstein

 

I have described the human dilemma as the capacity of man to view himself as object and as subject. My point is that both are necessary — necessary for psychological science, for effective therapy, and for meaningful living. I am also proposing that in the dialectical process between these two poles lies the development, and the deepening and widening, of human consciousness. The error on both sides — for which I have used Skinner and the pre-paradox Rogers as examples — is the assumption that one can avoid the dilemma by taking one of its poles. It is not simply that man must learn to live with the paradox — the human being has always lived in this paradox or dilemma, from the time that he first became aware of the fact that he was the one who would die and coined a word for his own death. Illness, limitations of all sorts, and every aspect of our biological state we have indicated are aspects of the deterministic side of the dilemma — man is like the grass of the field, it withereth. The awareness of this, and the acting on this awareness, is the genius of man the subject. But we must also take the implications of this dilemma into our psychological theory. Between the two horns of this dilemma, man has developed symbols, art, language, and the kind of science which is always expanding in its own presuppositions. The courageous living within this dilemma, I believe, is the source of human creativity.

 

Rollo May

 

The day has clearly gone forever of societies small enough for their members to have personal acquaintance with one another, and to find their station through the appraisal of those who have first hand knowledge of them. Publicity is an evil substitute and the art of publicity is a black art; but it has come to stay, every year adds to its potency and to the finality of its judgments. The hand that rules the press, the radio, the screen and the far-spread magazine, rules the country whether we like it or not, we must learn to accept it.

 

Learned Hand

 

What we are after is the ROOT and not the branches. The root is the real knowledge; the branches are surface knowledge. Real knowledge breeds "body feel" and personal expression; surface knowledge breeds mechanical conditioning and imposing limitation and squelches creativity.

 

Bruce Lee

 

When considering these matters, the dilemma inevitably arises - albeit only for a moment - that a shorter way to the Islamic order would be by taking power... This is mere temptation. History does not relate any true revolution which came from power. All began with education and meant in essence a moral summons.

 

Alija Izetbegovic