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We are closer to God when we are asking questions than when we think we have the answers.
--
As quoted in SQ : Connecting with Our Spiritual Intelligence (2000) by Danah Zohar and Ian Marshall, p. 15

 

Abraham Joshua Heschel

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Undoubtedly, one comes closer to the truth when one sees history as the expression of the class struggle rather than a series of private quarrels among kings and nobles. But precisely because such an analysis of history comes closer to the truth, it is more dangerous. It gives the illusion of full knowledge; it supplies answers to all questions, answers which merely run around in a circle repeating a few formulas.

 

Czeslaw Milosz

 

We are, each one of us, ordained to live out our lives in the context of ultimate questions, such as:
Why is there anything at all, rather than nothing?
Where did the laws of physics come from?
Why does the universe seem so strange?
My response to such questions has been to articulate a covenant with Mystery. Others, of course, prefer to respond with answers, answers that often include a concept of god. These answers are by definition beliefs since they can neither be proven nor refuted. They may be gleaned from existing faith traditions or from personal search. God may be apprehended as a remote Author without present-day agency, or as an interested Presence with whom one can form a relationship, or as pantheistic — Inherent in All Things.
The opportunity to develop personal beliefs in response to questions of ultimacy, including the active decision to hold no Beliefs at all, is central to the human experience. The important part, I believe, is that the questions be openly encountered. To take the universe on — to ask Why Are Things As They Are? — is to generate the foundation for everything else.

 

Ursula Goodenough

 

Suppose all of the syllabi and curricula and textbooks in the schools disappeared. Suppose all of the standardized tests — city-wide, state-wide, and national — were lost. In other words, suppose that the most common material impeding innovation in the schools simply did not exist. Then suppose that you decided to turn this "catastrophe" into an opportunity to increase the relevance of schools. What would you do? We have a possibility for you to consider: suppose that you decide to have the entire "curriculum" consist of questions. These questions would have to be worth seeking answers to not only from your point of view but, more importantly, from the point of view of the students. In order to get still closer to reality, add the requirement that the questions must help the students to develop and internalize concepts that will help them to survive in the rapidly changing world of the present and future. ...What questions would you have on your list? Take a pencil and list your questions...

 

Neil Postman

 

Philosophy is to be studied, not for the sake of any definite answers to its questions, since no definite answers can, as a rule, be known to be true, but rather for the sake of the questions themselves; because these questions enlarge our conception of what is possible, enrich our intellectual imagination and diminish the dogmatic assurance which closes the mind against speculation; but above all because, through the greatness of the universe which philosophy contemplates, the mind is also rendered great, and becomes capable of that union with the universe which constitutes its highest good.

 

Bertrand Russell

 

To gain knowledge, we must learn to ask the right questions; and to get answers, we must act, not wait for answers to occur to us.

 

Anatol Rapoport