Source: Economics for Helen (1924), Ch. 1 : What is Wealth?
Source: The Political Doctrine of Fascism (1925), p. 113
“We keep, in science, getting a more and more sophisticated view of our essential ignorance.”
Source: "A Scientist Ponders Faith," Saturday Review, 3 (January 1959), as cited in: F.A. Hayek, Ronald Hamowy. The Constitution of Liberty: The Definitive Edition. 2013, p. 77.
Context: Is science really gaining in its assault on the totality of the unsolved? As science learns one answer, it is characteristically true that it also learns several new questions. It is as though science were working in a great forest of ignorance, making an ever larger circular clearing within which, not to insist on the pun, things are clear... But as that circle becomes larger and larger, the circumference of contact with ignorance also gets longer and longer. Science learns more and more. But there is an ultimate sense in which it does not gain; for the volume of the appreciated but not understood keeps getting larger. We keep, in science, getting a more and more sophisticated view of our essential ignorance.
Remarks by President Obama and Mrs. Obama in Town Hall with Youth of Northern Ireland, Belfast Waterfront, Belfast, Northern Ireland (17 June 2013)
2013
“Our Imperial trade is absolutely essential to our prosperity at the present time.”
If that trade declines, or if it does not increase in proportion to our population and to the loss of trade with foreign countries, then we sink at once into a fifth-rate nation. Our fate will be the fate of the empires and kingdoms of the past. We have reached our highest point...I do not believe in the setting of the British star; but then I do not believe in the folly of the British people. I trust them, I trust the working classes of this country. I have confidence that they who are our masters, electorally speaking, that they will have intelligence to see that they must wake up. They must modify their policy to suit new conditions.
Speech in Glasgow (6 October 1903), quoted in The Times (7 October 1903), p. 4.
1900s
Language Education in a Knowledge Context (1980)
Context: Definitions, like questions and metaphors, are instruments for thinking. Their authority rests entirely on their usefulness, not their correctness. We use definitions in order to delineate problems we wish to investigate, or to further interests we wish to promote. In other words, we invent definitions and discard them as suits our purposes. And yet, one gets the impression that... God has provided us with definitions from which we depart at the risk of losing our immortal souls. This is the belief that I have elsewhere called "definition tyranny," which may be defined... as the process of accepting without criticism someone else's definition of a word or a problem or a situation. I can think of no better method of freeing students from this obstruction of the mind than to provide them with alternative definitions of every concept and term with which they must deal in a subject. Whether it be "molecule," "fact," "law," "art," "wealth," "gene," or whatever, it is essential that students understand that definitions are hypotheses, and that embedded in them is a particular philosophical, sociological, or epistemological point of view.
“The Coming On of a New Spirit”, speech to Chicago Democrat's Iriquois Club (12 February 1912), The Politics of Woodrow Wilson, p. 180 http://books.google.com/books?id=rxC4IG60KTwC&pg=PA180&dq=%22America+was+established+not+to+create+wealth%22
Sometimes abbreviated to: “America was established not to create wealth but to realize a vision, to realize an ideal—to discover and maintain liberty among men.”
1910s
