“Today, the problem is not to produce more so you can sell more. The fundamental question is that of the product's right to exist. And it is the designer's right and duty, in the first place, to question the legitimacy of the product, and that is how he too comes to exist. Depending on what answer he comes up with, one of the most positive things a designer can do is refuse to do anything”

Ridgeway (2013) Meet the 2013 ASA President: Cecilia Ridgeway http://www.asanet.org/cecilia-ridgeway. 2013

Phone interview on The Majority Report, 2004-04-02

Ecce respondeo dicenti, 'quid faciebat deus antequam faceret caelum et terram?' respondeo non illud quod quidam respondisse perhibetur, ioculariter eludens quaestionis violentiam: 'alta,' inquit, 'scrutantibus gehennas parabat.'
aliud est videre, aliud ridere: haec non respondeo. libentius enim responderim, 'nescio quod nescio' quam illud unde inridetur qui alta interrogavit et laudatur qui falsa respondit.
Book XI, Chapter XII; translation by E.B. Pusey
Confessions (c. 397)

Letter to F.W Weber (1950); published in New York—Pennsylvania Collector (8 August 1991)
Context: How do ideas come? What a question! If they come of their own accord, they are apt to arrive at the most unexpected time and place. For the most part the place is out of doors, for up in this northern wilderness when nature puts on a show it is an inspiring one. There seem to be magic days once in a while, with some rare quality of light that hold a body spellbound: In sub-zero weather there will be a burst of unbelievable color when the mountain turns a deep purple, a thing it refuses to do in summer. Then comes the hard part: how to plan a picture so as to give to others what has happened to you. To render in paint an experience, to suggest the sense of light and color, air and space, there is no such thing as sitting down outside and trying to make a “portrait” of it. It lasts for only a minute, for one thing, and it isn’t an inspiration that can be copied on the spot...

Language Education in a Knowledge Context (1980)
Context: 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.

Source: Tractatus Logico-Philosophicus

Since "the answers of the special sciences" do not reach "the horizon of total reality", they are given "without having to speak at the same time of 'God and the world.'" (p. 96)
Source: Leisure, the Basis of Culture (1948), The Philosophical Act, p. 95