
“Those who truly understand their faiths understand the stories are metaphorical.”
Source: The Da Vinci Code
[Per Bak, How Nature Works: the science of self-organized criticality, Springer, 1996, 0387947914]
“Those who truly understand their faiths understand the stories are metaphorical.”
Source: The Da Vinci Code
Nature and the Greeks (1954)
Context: The scientific world-picture vouchsafes a very complete understanding of all that happens — it makes it just a little too understandable. It allows you to imagine the total display as that of a mechanical clockwork which, for all that science knows, could go on just the same as it does, without there being consciousness, will, endeavor, pain and delight and responsibility connected with it — though they actually are. And the reason for this disconcerting situation is just this: that for the purpose of constructing the picture of the external world, we have used the greatly simplifying device of cutting our own personality out, removing it; hence it is gone, it has evaporated, it is ostensibly not needed.
Source: after 2000, Doubt and belief in painting' (2003), p. 86, note 12
Quoted in Remembrance by Tom Johnson (September 1987)
“Our set of questions is best regarded as a metaphor of our sense of relevance.”
[1] Will your questions increase the learner's will as well as capacity to learn? Will they help to give him a sense of joy in learning? Will they help to provide the learner with confidence in his ability to learn?
[2] In order to get answers, will the learner be required to make inquiries? (Ask further questions, clarify terms, make observations, classify data, etc?)
[3] Does each question allow for alternative answers (which implies alternative modes of inquiry)?
[4] Will the process of answering the questions tend to stress the uniqueness of the learner?
[6] Would the answers help the learner to sense and understand the universals in the human condition and so enhance his ability to draw closer to other people?
Teaching as a Subversive Activity (1969)
Context: These questions are not intended to represent a catechism for the new education. These are samples and illustrations of the kind of questions we think worth answering. Our set of questions is best regarded as a metaphor of our sense of relevance. If you took the trouble to list your own questions, it is quite possible that you prefer many or them to ours. Good enough. The new education is a process and will not suffer from the applied imaginations of all who wish to be a part of it. But in evaluating your own questions, as well as ours, bear in mind that there are certain standards that must be used. These standards must also be stated in the form of questions:
“Maybe happiness too is a metaphor invented on a day of boredom”
Source: November
“We’ve moved beyond our ability to understand our technology.”
Source: Blue Mars (1996), Chapter 13, “Experimental Procedures” (p. 692)