“By drawing an object the children will also learn a fundamental doctrine of philosophy”

The Law of Mind (1892)
Context: In an article published in The Monist for January, 1891, I endeavored to show what ideas ought to form the warp of a system of philosophy, and particularly emphasized that of absolute chance. In the number of April, 1892, I argued further in favor of that way of thinking, which it will be convenient to christen tychism (from τύχη, chance). A serious student of philosophy will be in no haste to accept or reject this doctrine; but he will see in it one of the chief attitudes which speculative thought may take, feeling that it is not for an individual, nor for an age, to pronounce upon a fundamental question of philosophy. That is a task for a whole era to work out. I have begun by showing that tychism must give birth to an evolutionary cosmology, in which all the regularities of nature and of mind are regarded as products of growth, and to a Schelling-fashioned idealism which holds matter to be mere specialized and partially deadened mind.

Variant translation: Philosophy is not a theory but an activity. A philosophical work consists essentially of elucidations. The result of philosophy is not a number of "philosophical propositions." but to make propositions clear.
Original German: Der Zweck der Philosophie ist die logische Klärung der Gedanken. Die Philosophie ist keine Lehre, sondern eine Tätigkeit. Ein philosophisches Werk besteht wesentlich aus Erläuterungen. Das Resultat der Philosophie sind nicht „philosophische Sätze“, sondern das Klarwerden von Sätzen. Die Philosophie soll die Gedanken, die sonst, gleichsam, trübe und verschwommen sind, klar machen und scharf abgrenzen.
1920s, Tractatus Logico-Philosophicus (1922)
Context: Philosophy aims at the logical clarification of thoughts. Philosophy is not a body of doctrine but an activity. A philosophical work consists essentially of elucidations. Philosophy does not result in 'philosophical propositions', but rather in the clarification of propositions. Without philosophy thoughts are, as it were, cloudy and indistinct: its task is to make them clear and to give them sharp boundaries. (4.112)

The Emotion Machine (2006)

Kant (2006; 2014), Introduction

An Old Man's Thoughts on Many Things, Of Education I
Context: By drawing an object the children will also learn a fundamental doctrine of philosophy; but I don't recommend letting them know what the doctrine is. They will discover it some time. We do not draw objects as they are: we draw them as they seem to be. To the eye things are what they seem to be, but they are in reality, if you know what that means, something else.

Two scientific activities are equally valid if they achieve results that are true. Now, how do you decide which activity is more valuable? The question of value is the basic question that the scientific administrator asks so that decisions can be made about funding priorities. <br class="br"> Interview http://www.ornl.gov/info/ornlreview/rev28-1/text/wbgbar.htm by Bill Cabage and Carolyn Krause for the ORNL Review (April 1995).

Source: 1990s, Intelligent Design: The Bridge Between Science & Theology (1999), p. 206

Quote of Mauve; as cited by Vincent van Gogh in his letter to brother Theo http://vangoghletters.org/vg/letters/let175/letter.html, from Etten, c. 12-15 Oct. 1881] <br class="br">1880&#x27;s

Source: (1962), Ch. 2 The Role of Government in a Free Society, p. 33