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It is evident that one cannot say anything demonstrable about the problem before having resolved these preliminary questions, and yet we hardly possess the necessary information to solve some of them.
--
as stated in 1796 before the National Institute of Sciences and Arts in Paris, concerning fossil elephants.

 

Georges Cuvier

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A group may have more group information or less group information than its members. A group of non-social animals, temporarily assembled, contains very little group information, even though its members may possess much information as individuals. This is because very little that one member does is noticed by the others and is acted on by them in a way that goes further in the group. On the other hand, the human organism contains vastly more information, in all probability, than does any one of its cells. There is thus no necessary relation in either direction between the amount of racial or tribal or community information and the amount of information available to the individual.

 

Norbert Wiener

 

First, we must be very clear that you and the speaker are treating life not as a problem but as a tremendous movement. If your brain is trained to solve problems, then you will treat this movement as a problem to be solved. Is it possible to look at life with all its questions, with all its issues, which is tremendously complex, to look at it not as a problem, but to observe it clearly, without bias, without coming to some conclusion which will then dictate your observation? You have to observe this vast movement of life, not only your own particular life, but the life of all humanity, the life of the earth, the life of the trees, the life of the whole world — look at it, observe it, move with it, but if you treat it as a problem, then you will create more problems.

 

Jiddu Krishnamurti

 

From childhood we are trained to have problems. When we are sent to school, we have to learn how to write, how to read, and all the rest of it. How to write becomes a problem to the child. Please follow this carefully. Mathematics becomes a problem, history becomes a problem, as does chemistry. So the child is educated, from childhood, to live with problems — the problem of God, problem of a dozen things. So our brains are conditioned, trained, educated to live with problems. From childhood we have done this. What happens when a brain is educated in problems? It can never solve problems; it can only create more problems. When a brain that is trained to have problems, and to live with problems, solves one problem, in the very solution of that problem, it creates more problems. From childhood we are trained, educated to live with problems and, therefore, being centred in problems, we can never solve any problem completely. It is only the free brain that is not conditioned to problems that can solve problems. It is one of our constant burdens to have problems all the time. Therefore our brains are never quiet, free to observe, to look. So we are asking: Is it possible not to have a single problem but to face problems? But to understand those problems, and to totally resolve them, the brain must be free.

 

Jiddu Krishnamurti

 

The kind of problem that literature raises is not the kind that you ever 'solve'. Whether my answers are any good or not, they represent a fair amount of thinking about the questions.

 

Northrop Frye

 

A precept claiming infallibility should certainly possess the universality of the law of gravitation and the perfection of the arithmetical table. If it fails to possess these undeviating qualities, its imperfection is self-evident and its value either greatly diminished or useless.

 

Joseph Lewis