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41 " Borges's extreme architecture attempts to visualize the universe by assigning to every object real and unreal, now and yet to come, a code or sign, a corresponding figure within the Library. It seeks to render totality visible, to effect a total visibility and visuality. The Library of Babel is a view of the universe inside and out, an X-ray of the universe and universal X-ray, seen from within and without. It is a representation of everywhere: a perfect duplication of the universe. And of you: universal. An endless and eternal cinema, an imaginary archive that extends into the universe until it is indistinguishable from it, until you are indistinguishable from the universe. "
― Akira Mizuta Lippit , Atomic Light (Shadow Optics)
42 " Embracing our brokenness creates a need and a desire for mercy and perhaps a corresponding need to show mercy. "
― Bryan Stevenson
43 " I believe that human beings are designed to be physically active and that not doing so creates energy imbalances within the body that ultimately contribute to obesity and other health problems. As evidence, over 500,000 people die each year from diseases linked to physical inactivity and obesity. Furthermore, rates of hypertension, hypercholesterolemia, type 2 diabetes, and certain forms of cancer have all tripled over the past 30 years corresponding to decreasing levels of daily physical activity and increasing rates of obesity. "
44 " Dantes had entered the Chateau d’If with the round, open, smiling face of a young and happy man, with whom the earlypaths of life have been smooth. and who anticipates a future corresponding with his past. This was now all changed. The oval face was lengthened, his smiling mouth had assumed the firm and markedlines which betoken resolution; his eyebrows were arched beneath a brow furrowed with thought; his eyes were full of melancholy, and from their depths occasionally sparkled gloomy fires of misanthropy and hatred; his complexion, so long kept from the sun, had now that pale color which produces, when the features are encircled with black hair, the aristocratic beauty of the man of the north; the profound learning he had acquired had besides diffused over his features a refined intellectual expression; and he had also acquired, being naturally of a goodly stature, that vigor which a frame possesses which has so long concentrated all its force within itself. "
― Alexandre Dumas , The Count of Monte Cristo
45 " By imitating the manners and the mode of life of the West,the Muslims are being gradually forced to adopt the Western moral outlook: for the imitation of outward appearance leads,by degrees, to a corresponding assimilation of the world-view responsible for that appearance. "
― Muhammad Asad , الإسلام على مفترق الطرق
46 " The existence of a majority logically implies a corresponding minority. "
― Philip K. Dick , The Minority Report
47 " 476. Children do not learn that books exist, that armchairs exist, etc.,etc. - they learn to fetch books, sit in armchairs, etc.,etc.Later, questions about the existence of things do of course arise, " Is there such a thing as a unicorn?" and so on. But such a question is possible only because as a rule no corresponding question presents itself. For how does one know how to set about satisfying oneself of the existence of unicorns? How did one learn the method for determining whether something exists or not?477. " So one must know that the objects whose names one teaches a child by an ostensive definition exist." - Why must one know they do? Isn't it enough that experience doesn't later show the opposite?For why should the language-game rest on some kind of knowledge?478. Does a child believe that milk exists? Or does it know that milk exists? Does a cat know that a mouse exists?479. Are we to say that the knowledge that there are physical objects comes very early or very late? "
48 " At the same time there was the good of the poor and the good of the rich. And the good of the whites, the blacks and the yellow races... More and more goods came into being, corresponding to each sect, race and class... People began to realise how much blood had been spilt in the name of a petty, doubtful good, in the name of the struggle of this petty good against what is belied to be evil. Sometimes the very concept of good became a scourge, a greater evil than evil itself. "
― Vasily Grossman , Life and Fate
49 " With the rationalization of culture, and the corresponding disenchantment of religious ideas and beliefs, the modern world is ordered increasingly upon instrumentally rational grounds, and hence organizes itself less and less according to value-rational principles. This leads in turn to a world in which social action is separated increasingly from the sphere of (ethical) meaning, as particular (often technical) means are employed to realize specific ends regardless of the ethical significance or meaning of such action. "
― , Max Weber and Postmodern Theory: Rationalization Versus Re-enchantment
50 " The way to control circumstances is to control the forces within yourself to make a greater man of yourself, and as you become greater and more competent, you will naturally gravitate into better circumstances. In this connection, we should remember that like attracts like. If you want that which is better, make yourself better. If you want to realize the ideal, make yourself more ideal. If you want better friends, make yourself a better friend. If you want to associate with people of worth, make yourself more worthy. If you want to meet that which is agreeable, make yourself more agreeable. If you want to enter conditions and circumstances that are more pleasing, make yourself more pleasing. In brief, whatever you want, produce that something in yourself, and you will positively gravitate towards the corresponding conditions in the external world. "
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51 " The master always keeps a piece of learning--that is to say, a piece of the student's ignorance--up his sleeve. I understood that, says the satisfied student. You think so, corrects the master. in fact, there's a difficulty here that I've been sparing you until now. We will explain it when we get to the corresponding lesson. What does this mean? asks the curious student. I could tell you, responds the master, but it would be premature: you wouldn't understand at all. It will be explained to you next year. The master is always a length ahead of the student, who always feels that in order to go farther he must have another master, supplementary explications. Thus does the triumphant Achilles drag Hector's corpse, attached to his chariot, around the city of Troy. "
― Jacques Rancière , The Ignorant Schoolmaster: Five Lessons in Intellectual Emancipation
52 " The purpose of the Disciplines is freedom. Our aim is the freedom, not the Discipline. The moment we make the Discipline our central focus we will turn it into law and lose the corresponding freedom....Let us forever center on Christ and view the Spiritual Disciplines as a way of drawing us closer to His heart. "
― Richard J. Foster , Celebration of Discipline: The Path to Spiritual Growth
53 " need is not demand. Effective economic demand requires not merely need but corresponding purchasing power. "
― Henry Hazlitt , Economics in One Lesson: The Shortest & Surest Way to Understand Basic Economics
54 " It is not in the power of governments to increase the supply of one commodity without a corresponding restriction in the supply of other commodities more urgently demanded by consumers. The authority may reduce the price of one commodity only by raising the prices of others. "
― Ludwig von Mises , Omnipotent Government
55 " Those who hear this solemn call of life and respond with the corresponding supply receive progress in life. "
56 " Several themes describe misconceptions about mental illness and corresponding stigmatizing attitudes. Media analyses of film and print have identified three: people with mental illness are homicidal maniacs who need to be feared; they have childlike perceptions of the world that should be marveled; or they are responsible for their illness because they have weak character (29-32)." World Psychiatry. 2002 Feb; 1(1): 16–20.PMCID: PMC1489832Understanding the impact of stigma on people with mental illnessPATRICK W CORRIGAN and AMY C WATSON "
57 " Several themes describe misconceptions about mental illness and corresponding stigmatizing attitudes. Media analyses of film and print have identified three: people with mental illness are homicidal maniacs who need to be feared; they have childlike perceptions of the world that should be marveled; or they are responsible for their illness because they have weak character (29-32). Results of two independent factor analyses of the survey responses of more than 2000 English and American citizens parallel these findings (19,33):- fear and exclusion: persons with severe mental illness should be feared and, therefore, be kept out of most communities;- authoritarianism: persons with severe mental illness are irresponsible, so life decisions should be made by others;- benevolence: persons with severe mental illness are childlike and need to be cared for.- Although stigmatizing attitudes are not limited to mental illness, the public seems to disapprove persons with psychiatric disabilities significantly more than persons with related conditions such as physical illness (34-36). "
― Matthew W. Corrigan
58 " Diet corresponding to blood type, not food hype. "
― T.F. Hodge , From Within I Rise: Spiritual Triumph Over Death and Conscious Encounters with "The Divine Presence"
59 " Authors do not need to offer us the answers to such weighty questions such as how to live and prepare us to accept death. The aim of a writer’s is to frame worldly questions that allow all readers too independently and jointly explore life-altering questions in a way that satisfies the fabric of thought corresponding to our respective times. "
60 " The first finding that jumped out at us was that it is possible to learn too much ! In the tournament, investing lots of time in learning was not at all effective. In fact, we found a strong negative correlation between the proportion of a strategy's moves that were INNOVATE or OBSERVE, as opposed to EXPLOIT, and how well the strategy performed. Successful strategies spent only a small fraction of their time (5-10%) learning, and the bulk of their time caching in on what they had learned, through playing EXPLOIT. Only through playing EXPLOIT can a strategy directly accrue fitness. Hencem every time a strategy chooses to learn new behavior, be it through playing INNOVATE or OBSERVE, there is a cost corresponding to the payoff that would have been received had EXPLOIT been played instead. This implied that the way to get on in life was to do a very quick bit of learning and then EXPLOIT, EXPLOIT, EXPLOIT until you die. That is a sobering lesson for someone like myself who has spent his whole life in school or university. "
― , Darwin's Unfinished Symphony: How Culture Made the Human Mind
