Bertrand Russell Quotes About Giving
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We know very little, and yet it is astonishing that we know so much, and still more astonishing that so little knowledge can give us so much power.
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When you want to teach children to think, you begin by treating them seriously when they are little, giving them responsibilities, talking to them candidly, providing privacy and solitude for them, and making them readers and thinkers of significant thoughts from the beginning. That’s if you want to teach them to think.
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But it is just this characteristic of simplicity in the laws of nature hitherto discovered which it would be fallacious to generalize, for it is obvious that simplicity has been a part cause of their discovery, and can, therefore, give no ground for the supposition that other undiscovered laws are equally simple.
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Those who have never known the deep intimacy and the intense companionship of happy mutual love have missed the best thing that life has to give.
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I think periods of browsing during which no occupation is imposed from without are important in youth because they give time for the formation of these apparently fugitive but really vital impressions.
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I have lived in the pursuit of a vision, both personal and social. Personal: to care for what is noble, for what is beautiful, for what is gentle; to allow moments of insight to give wisdom at more mundane times. Social: to see in imagination the society that is to be created, where individuals grow freely, and where hate and greed and envy die because there is nothing to nourish them. These things I believe, and the world, for all its horrors, has left me unshaken.
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In regard to the past, where contemplation is not obscured by desire and the need for action, we see, more clearly than in the lives about us, the value for good and evil, of the aims men have pursued and the means they have adopted. It is good, from time to time, to view the present as already past, and to examine what elements it contains that will add to the world's store of permanent possessions, that will live and give life when we and all our generation have perished.
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The best practical advice I can give to the present generation is to practice the virtue which the Christians call love.
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Men who allow their love of power to give them a distorted view of the world are to be found in every asylum: one man will think he is the Governor of the Bank of England, another will think he is the King, and yet another will think he is God. Highly similar delusions, if expressed by educated men in obscure language, lead to professorships of philosophy; and if expressed by emotional men in eloquent language, lead to dictatorships.
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... the word "theory" ... was originally an Orphic word, which Cornford interprets as "passionate sympathetic contemplation" ... For Pythagoras, the "passionate sympathetic contemplation" was intellectual, and issued in mathematical knowledge ... To those who have reluctantly learnt a little mathematics in school this may seem strange; but to those who have experienced the intoxicating delight of sudden understanding that mathematics gives, from time to time, to those who love it, the Pythagorean view will seem completely natural.
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I feel as if one would only discover on one's death-bed what one ought to have lived for, and realise too late that one's life has been wasted. Any passionate and courageous life seems good in itself, yet one feels that some element of delusion is involved in giving so much passion to any humanly attainable object. And so irony creeps into the very springs of one's being.
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In a Balkan country, not so many years ago, a party which had been beaten by a narrow margin in a general election retrieved its fortunes by shooting a sufficient number of the representatives of the other side to give it a majority. . . . Cromwell and Robespierre . . . acted likewise.
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Adventurous men enjoy shipwrecks, mutinies, earthquakes, conflagrations, and all kinds of unpleasant experiences. They say to themselves, for example, 'So this is what an earthquake is like,' and it gives them pleasure to have their knowledge of the world increased by this new item.
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If a law were passed giving six months to every writer of a first book, only the good ones would do it.
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This illustrates an important truth, namely, that the worse your logic, the more interesting the consequences to which it gives rise.
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A million million years gives us some time to prepare for the end . . . let us make the best of it.
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It appeared that after first contemplating a book on some subject, and after giving serious preliminary attention to it, I needed a period of subconscious incubation which could not be hurried and was if anything impeded by deliberate thinking.... Having, by a time of very intense concentration, planted the problem in my subconsciousness, it would germinate underground until, suddenly, the solution emerged with a blinding clarity, so that it only remained to write down what happened as if in a revelation.
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Gradually, ... the aspect of science as knowledge is being thrust into the background by the aspect of science as the power of manipulating nature. It is because science gives us the power of manipulating nature that it has more social importance than art. Science as the pursuit of truth is the equal, but not the superior, of art. Science as a technique, though it may have little intrinsic value, has a practical importance to which art cannot aspire.
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I often long to . . . give up my life to love of my neighbour. This is really a temptation.
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A habit of basing convictions upon evidence, and of giving to them only that degree or certainty which the evidence warrants, would, if it became general, cure most of the ills from which the world suffers.
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If all our happiness is bound up entirely in our personal circumstances it is difficult not to demand of life more than it has to give.
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Shakespeare . . . If he does not give you delight, you had better ignore him [if you can].
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You are a wicked motorcar, and I shall not give you any more petrol until you go.
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Human nature is so constructed that it gives affection most readily to those who seem least to demand it.
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These illustrations suggest four general maxims[...]. The first is: remember that your motives are not always as altruistic as they seem to yourself. The second is: don't over-estimate your own merits. The third is: don't expect others to take as much interest in you as you do yourself. And the fourth is: don't imagine that most people give enough thought to you to have any special desire to persecute you.
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It seems to me now that mathematics is capable of an artistic excellence as great as that of any music, perhaps greater; not because the pleasure it gives (although very pure) is comparable, either in intensity or in the number of people who feel it, to that of music, but because it gives in absolute perfection that combination, characteristic of great art, of godlike freedom, with the sense of inevitable destiny; because, in fact, it constructs an ideal world where everything is perfect and yet true.
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I have found, for example, that if I have to write upon sum rather difficult topic, the best plan is to think about it with very great intensity-the greatest intensity of which I am capable-for a few hours or days, and at the end of that time give orders, so to speak (to my subconscious mind) that the work is to proceed underground. After some months I return consciously to the topic and find that the work has been done.
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There is a possibility in human minds of something mysterious as the night-wind, deep as the sea, calm as the stars, and strong as Death, a mystic contemplation, the “intellectual love of God.” Those who have known it cannot believe in wars any longer, or in any kind of hot struggle. If I could give to others what has come to me in this way, I could make them too feel the futility of fighting. But I do not know how to communicate it: when I speak, they stare, applaud, or smile, but do not understand.
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Scientific societies are as yet in their infancy. It is to be expected that advances in physiology and psychology will give governments much more control over individual mentality than they now have even in totalitarian countries. Fitche laid it down that education should aim at destroying free will, so that, after pupils have left school, they shall be incapable, throughout the rest of their lives, of thinking or acting otherwise than as their schoolmasters would have wished.
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Thee might observe incidentally that if the state paid for child-bearing it might and ought to require a medical certificate that the parents were such as to give a reasonable result of a healthy child -- this would afford a very good inducement to some sort of care for the race, and gradually as public opinion became educated by the law, it might react on the law and make that more stringent, until one got to some state of things in which there would be a little genuine care for the race, instead of the present haphazard higgledy-piggledy ways.
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