“Unreasoning optimism is a fundamental element of childishness.”

Introduction, p. 19
The Other Side Of The Coin (2008)

Introduction to The Path (1999), based on ideas presented in Thinking and Destiny (1946) by Harold W. Percival, p. 11
Context: It is my conviction that basic Reality is not all that perplexing. What seems difficult to assimilate are the manifold details of Reality, not its fundamental elements.

Source: God Is Red (1973), p. 293

note: Without this understanding a 'conceptual' form of presentation is little more than a manufactured stylehood, and such art we have with increasing abundance.
'Joseph Kosuth: Introductory note by the American editor', in Art-Language Vol.1 Nr.2, Art & Language Press, Chipping Norton (February 1970), p.3.

A Short History of Chemistry (1937)
Context: The first clear expression of the idea of an element occurs in the teachings of the Greek philosophers.... Aristotle... who summarized the theories of earlier thinkers, developed the view that all substances were made of a primary matter... On this, different forms could be impressed... so the idea of the transmutation of the elements arose. Aristotle's elements are really fundamental properties of matter... hotness, coldness, moistness, and dryness. By combining these in pairs, he obtained what are called the four elements, fire, air, earth and water... a fifth, immaterial, one was added, which appears in later writings as the quintessence. This corresponds with the ether. The elements were supposed to settle out naturally into the earth (below), water (the oceans), air (the atmosphere), fire and ether (the sky and heavenly bodies).

Treatise 4: “Idolatry,” H. Russell, trans. (1983), p. 74
Mishneh Torah (c. 1180)

Source: The Moral Judgment of the Child (1932), Ch. 2 : Adult Constraint and Moral Realism <!-- p. 183 -->
Context: As Bovet has demonstrated in the field of morals, rules do not appear in the mind of the child as innate facts, but as facts that are transmitted to him by his seniors, and to which from his tenderest years he has to conform by means of a sui generis form of adaptation. This, of course, does not prevent some rules from containing more than others an element of rationality, thus corresponding to the deepest fundamental constants of human nature. But whether they be rational or simply a matter of usage and consensus of opinion, rules imposed on the childish mind by adult constraint do begin by presenting a more or less uniform character of exteriority and sheer authority. So that instead of passing smoothly from an early individualism (the "social" element of the first months is only biologically social, so to speak, inside the individual, and therefore individualistic) to a state of progressive cooperation, the child is from his first year onwards in the grip of coercive education which goes straight on and ends by producing what Claprède has so happily called a veritable "short circuit."

The Paris Review interview (2010)

Source: Midnight's Children