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If you take a look at science in its everyday function, of course you find that scientists run the gamut of human emotions and personalities and character and so on. But there’s one thing that is really striking to the outsider, and that is the gauntlet of criticism that is considered acceptable or even desirable. The poor graduate student at his or her Ph.D. oral exam is subjected to a withering crossfire of questions that sometimes seem hostile or contemptuous; this from the professors who have the candidate’s future in their grasp. The students naturally are nervous; who wouldn’t be? True, they’ve prepared for it for years. But they understand that at that critical moment they really have to be able to answer questions. So in preparing to defend their theses, they must anticipate questions; they have to think, “Where in my thesis is there a weakness that someone else might find — because I sure better find it before they do, because if they find it and I'm not prepared, I'm in deep trouble."
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"Wonder and Skepticism", Skeptical Inquirer 19 (1), January-February 1995, ISSN 0194-6730 

 

Carl Sagan

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It's the arrogance of power. "We're in charge. It's our White House. What the hell are you doing here?" Basically toward the Press. "How dare you question anything we do?" They don't understand that the presidential news conference is the only forum in our society where a president can be questioned. If he's not questioned, he can rule by edict; by government order. He can be a monarch. He can be a dictator, and who is to find out? No. He should be questioned and he should always be able to willingly reply and answer to all questions because these aren't our questions. They're the people's questions.

 

Helen Thomas

 

I am ready and willing to testify before the representatives of our Government as to my own opinions and my own actions, regardless of any risks or consequences to myself.
But I am advised by counsel that if I answer the committee’s questions about myself, I must also answer questions about other people and that if I refuse to do so, I can be cited for contempt. My counsel tells me that if I answer questions about myself, I will have waived my rights under the fifth amendment and could be forced legally to answer questions about others. This is very difficult for a layman to understand. But there is one principle that I do understand: I am not willing, now or in the future, to bring bad trouble to people who, in my past association with them, were completely innocent of any talk or any action that was disloyal or subversive. I do not like subversion or disloyalty in any form and if I had ever seen any I would have considered it my duty to have reported it to the proper authorities. But to hurt innocent people whom I knew many years ago in order to save myself is, to me, inhuman and indecent and dishonorable. I cannot and will not cut my conscience to fit this year’s fashions, even though I long ago came to the conclusion that I was not a political person and could have no comfortable place in any political group.

 

Lillian Hellman

 

In the development of intelligence nothing can be more "basic" than learning how to ask productive questions. Many years ago, in Teaching as a Subversive Activity, Charles Weingartner and I expressed our astonishment at the neglect shown in school toward this language art. ...The "back to the basics" philosophers rarely mention it, and practicing teachers usually do not find room for it in their curriculums. …all our knowledge results from questions, which is another way of saying that question-asking is our most important intellectual tool… There are at present no reading tests anywhere that measure the ability of students to address probing questions to the particular texts they are reading... What students need to know are the rules of discourse which comprise the subject, and among the most central of such rules are those which govern what is and what is not a legitimate question.

 

Neil Postman

 

We alone can be wracked with doubt, and we alone have been provoked by that epistemic itch to seek a remedy: better truth-seeking methods. Wanting to keep better track of our food supplies, our territories, our families, our enemies, we discovered the benefits of talking it over with others, asking questions, passing on lore. We invented culture. Then we invented measuring, and arithmetic, and maps, and writing. These communicative and recording innovations come with a built-in ideal: truth. The point of asking questions is to find true answers; the point of measuring is to measure accurately; the point of making maps is to find your way to your destination. ... In short, the goal of truth goes without saying, in every human culture.

 

Daniel C. Dennett

 

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