“From a theoretical point of view, lifetime income would be ideal, but the practical problems in estimating it are enormous.”

— Harvey S. Rosen

Source: Public Finance - International Edition - Sixth Edition, Chapter 6, Political Economy, p. 140

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Harvey S. Rosen 21

American economist 1949

Heinz R. Pagels (1939–1988) American physicist

Source: The Cosmic Code (1982), p. 272

“Indeed, once Kant had discovered the Humean problem of skepticism about the universality and necessity of first principles, he generalized it not only to the first principles of “speculative philosophy,” that is, theoretical cognition, but also to the first principle of practical philosophy, the fundamental principle of morality. Thus, from a methodological point of view, Kant’s project in philosophy became that of undermining both Humean and Pyrrhonian skepticism in both theoretical and practical philosophy, and, much more incidentally, along the way refuting Cartesian skepticism about external objects as a nagging but by no means central problem in theoretical philosophy.”

Paul Guyer (1948) American philosopher

Kant (2006; 2014), Introduction

“One of the principal objects of theoretical research is to find the point of view from which the subject appears in the greatest simplicity.”

Josiah Willard Gibbs (1839–1903) physicist

From Gibbs's letter accepting the Rumford Medal (1881). Quoted in A. L. Mackay, Dictionary of Scientific Quotations (London, 1994).

“It is easy to see that this problem can be solved neither in theoretical nor in practical philosophy, but only in a higher discipline, which is the link that combines them, and neither theoretical nor practical, but both at once.”

Friedrich Wilhelm Joseph Schelling (1775–1854) German philosopher (idealism)

System of Transcendental Philosophy (1800)

“Great is truth, but still greater, from a practical point of view, is silence about truth.”

Aldous Huxley book Brave New World

Source: Brave New World

“From the point of view of the practice or application of rules four successive stages can be distinguished.”

Jean Piaget (1896–1980) Swiss psychologist, biologist, logician, philosopher & academic

Source: The Moral Judgment of the Child (1932), Ch. 1 : The Rules of the Game
Context: From the point of view of the practice or application of rules four successive stages can be distinguished.
A first stage of a purely motor and individual character, during which the child handles the marbles at the dictation of his desires and motor habits. This leads to the formation of more or less ritualized schemas, but since play is still purely individual, one can only talk of motor rules and not of truly collective rules.
The second may be called egocentric for the following reasons. This stage begins at the moment when the child receives from outside the example of codified rules, that is to say, some time between the ages of two and five. But though the child imitates this example, he continues to play either by himself without bothering to find play-fellows, or with others, but without trying to win, and therefore without attempting to unify the different ways of playing. In other words, children of this stage, even when they are playing together, play each one "on his own " (everyone can win at once) and without regard for any codification of rules. This dual character, combining imitation of others with a purely individual use of the examples received, we have designated by the term Egocentrism.
A third stage appears between 7 and 8, which we shall call the stage of incipient cooperation. Each player now tries to win, and all, therefore, begin to concern themselves with the question of mutual control and of unification of the rules. But while a certain agreement may be reached in the course of one game, ideas about the rules in general are still rather vague. In other words, children of 7-8, who belong to the same class at school and are therefore constantly playing with each other, give, when they are questioned separately, disparate and often entirely contradictory accounts of the rules observed in playing marbles.
Finally, between the years of 11 and 12, appears a fourth stage, which is that of the codification of rules. Not only is every detail of procedure in the game fixed, but the actual code of rules to be observed is known to the whole society. There is remarkable concordance in the information given by children of 10-12 belonging to the same class at school, when they are questioned on the rules of the game and their possible variations.