“In the longer run, some education in comparative religion is the solution, or at least a central part of the solution.”

Context: What students know is no longer the most important measure of an education. The true test is the ability of students and graduates to engage with what they do not know, and to work out a solution. They must also be able to reach conclusions that constitute the basis for informed judgements. The ability to make judgements that are grounded in solid information, and employ careful analysis, should be one of the most important goals for any educational endeavor. As students develop this capability, they can begin to grapple with the most important and difficult step: to learn to place such judgements in an ethical framework. For all these reasons, there is no better investment that individuals, parents and the nation can make than an investment in education of the highest possible quality. Such investments are reflected, and endure, in the formation of the kind of social conscience that our world so desperately needs.

Foreword to Excellence in Education (2003) http://www.agakhanacademies.org/general/vision<!-- Aga Khan Academy, Mombasa brochure p. 3 http://www.akdn.org/publications/case_study_academies_mombasa.pdf, also quoted at The Aga Khan Academies http://www.agakhanacademies.org/mombasa/student-projects -->

"Apéritif" in Bury My Heart at W.H. Smith's (1990)

A New Model of the Universe (1932)

Rich Dad Poor Dad: What the Rich Teach Their Kids About Money-That the Poor and the Middle Class Do Not!

In answer of the question: Is Design a craft for industrial purposes?
Design Q & A with Charles Eames, 1972

Source: The Principles of Ethics (1897), Part II: The Inductions of Ethics, Ch. 1, The Confusion of Ethical Thought

The Autobiography of Malcolm X (1965)

Source: Analysis Patterns: Reusable Object Models, 1997, p. 6