James Comey (1960) American lawyer and the seventh director of the Federal Bureau of Investigation (FBI)
2010s, Hard Truths: Law Enforcement (2015)
Source: Philosophy At The Limit (1990), Chapter 6, Indirect Communication, p. 110
James Comey (1960) American lawyer and the seventh director of the Federal Bureau of Investigation (FBI)
2010s, Hard Truths: Law Enforcement (2015)
Anthony Robbins book Unlimited Power
Variant: To effectively communicate, we must realize that we are all different in the way we perceive the world and use this understanding as a guide to our communication with others.
Source: Unlimited Power (1986), p. 237
“There is no power for change greater than a community discovering what it cares about.”
Margaret J. Wheatley (1941) American writer
Source: Turning to one another (2002), p. 55
Bobby Fischer (1943–2008) American chess prodigy, chess player, and chess writer
Press Conference, September 1 1992 http://www.mark-weeks.com/chess/92fs$$.htm <br class="br">1990s
Malcolm X (1925–1965) American human rights activist
The Ballot or the Bullet (1964), Speech in Detroit, Michigan (12 April 1964)
Jim Al-Khalili (1962) British theoretical physicist, author and broadcaster
We can't hide in our labs and leave the talking to Dawkins http://www.guardian.co.uk/commentisfree/2008/nov/25/comment-science-secularism-society-dawkins, The Guardian, Tuesday 25 November 2008.
Arthur Stanley Eddington (1882–1944) British astrophysicist
III, p.34
Science and the Unseen World (1929)
Jürgen Habermas (1929) German sociologist and philosopher
Habermas (2003) The Future of Human Nature. p. 10
“When we change the way we communicate, we change society.”
Clay Shirky (1964) American technology writer
Shirky (2008), cited in: Jennex, Murray (2012). Managing Crises and Disasters with Emerging Technologies. p. 3
Albert Einstein (1879–1955) German-born physicist and founder of the theory of relativity
"Education for Independent Thought" in The New York Times, 5 October 1952. Reprinted in Ideas and Opinions (1954)
1950s
Context: It is not enough to teach a man a specialty. Through it he may become a kind of useful machine but not a harmoniously developed personality. It is essential that the student acquire an understanding of and a lively feeling for values. He must acquire a vivid sense of the beautiful and of the morally good. Otherwise he—with his specialized knowledge—more closely resembles a well-trained dog than a harmoniously developed person. He must learn to understand the motives of human beings, their illusions, and their sufferings in order to acquire a proper relationship to individual fellow-men and to the community. These precious things are conveyed to the younger generation through personal contact with those who teach, not—or at least not in the main—through textbooks. It is this that primarily constitutes and preserves culture. This is what I have in mind when I recommend the "humanities" as important, not just dry specialized knowledge in the fields of history and philosophy.