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1 " We love men because they can never fake orgasms, even if they wanted to.Because they write poems, songs, and books in our honor.Because they never understand us, but they never give up.Because they can see beauty in women when women have long ceased to see any beauty in themselves.Because they come from little boys.Because they can churn out long, intricate, Machiavellian, or incredibly complex mathematics and physics equations, but they can be comparably clueless when it comes to women.Because they are incredible lovers and never rest until we’re happy.Because they elevate sports to religion.Because they’re never afraid of the dark.Because they don’t care how they look or if they age.Because they persevere in making and repairing things beyond their abilities, with the naïve self-assurance of the teenage boy who knew everything.Because they never wear or dream of wearing high heels.Because they’re always ready for sex.Because they’re like pomegranates: lots of inedible parts, but the juicy seeds are incredibly tasty and succulent and usually exceed your expectations.Because they’re afraid to go bald.Because you always know what they think and they always mean what they say.Because they love machines, tools, and implements with the same ferocity women love jewelry.Because they go to great lengths to hide, unsuccessfully, that they are frail and human.Because they either speak too much or not at all to that end.Because they always finish the food on their plate.Because they are brave in front of insects and mice.Because a well-spoken four-year old girl can reduce them to silence, and a beautiful 25-year old can reduce them to slobbering idiots.Because they want to be either omnivorous or ascetic, warriors or lovers, artists or generals, but nothing in-between.Because for them there’s no such thing as too much adrenaline.Because when all is said and done, they can’t live without us, no matter how hard they try.Because they’re truly as simple as they claim to be.Because they love extremes and when they go to extremes, we’re there to catch them.Because they are tender they when they cry, and how seldom they do it.Because what they lack in talk, they tend to make up for in action.Because they make excellent companions when driving through rough neighborhoods or walking past dark alleys.Because they really love their moms, and they remind us of our dads.Because they never care what their horoscope, their mother-in-law, nor the neighbors say.Because they don’t lie about their age, their weight, or their clothing size.Because they have an uncanny ability to look deeply into our eyes and connect with our heart, even when we don’t want them to.Because when we say “I love you” they ask for an explanation. "
― Paulo Coelho
2 " Don’t try to make life a mathematics problem with yourself in the center and everything coming out equal. When you’re good, bad things can still happen. And if you’re bad, you can still be lucky. "
― Barbara Kingsolver , The Poisonwood Bible
3 " If people do not believe that mathematics is simple, it is only because they do not realize how complicated life is. "
― John von Neumann
4 " No code of ethics and no effort are justifiable a priori in the face of the cruel mathematics that command our condition. "
― Albert Camus
5 " I started studying law, but this I could stand just for one semester. I couldn't stand more. Then I studied languages and literature for two years. After two years I passed an examination with the result I have a teaching certificate for Latin and Hungarian for the lower classes of the gymnasium, for kids from 10 to 14. I never made use of this teaching certificate. And then I came to philosophy, physics, and mathematics. In fact, I came to mathematics indirectly. I was really more interested in physics and philosophy and thought about those. It is a little shortened but not quite wrong to say: I thought I am not good enough for physics and I am too good for philosophy. Mathematics is in between. "
― George Pólya
6 " In mathematics or physics, infinity is greater than one or two or any number countable. In how many ways can the world be destroyed based on ordered knowledge? You may be able to count this. But the truth is, you “really” don’t know. These possibilities in your mind hold a set of unpredictable orders. One effect may be causative of another of another. It could be a culmination of effects you know as events where events are sets and subsets of potential possibilities. In how many ways can the world be destroyed based on unordered possibilities? "
7 " The third preliminary problem for every theory of reality is that of the experience of transcendence. We saw in the case of Berkeley that his erroneous principle *percipi est esse*, and his assertion that any being which we think, just for the reason that it is thought, cannot at the same time be regarded as subsisting independently of thinking, incorporate a failure to recognize the consciousness of transcendence peculiar to all intentional acts. This is an instance of the failure to recognize that not only all thinking in the narrower sense, in the sense of grasping an object on the basis of “meanings” and grasping a state of affairs through judgments, but *every* intention in general, whether perception, representation, remembering, the feeling of value, or the posing of ends and goals, points beyond the act and the contents of the act and intends something other than the act [*ein Aktfremdes*], even when what is thought is in turn itself a thought. Indeed, *intentio* signifies a goal-directed movement toward something which one does not have oneself or has only partially and incompletely. Berkeley (following Locke, who was the first to make the basic philosophical error which introduced “psychologism” into epistemology) arrived at the principle *esse est percipi* by making the idea [*Vorstellung*] (and even the sensation) into a thing, an immaterial substance, and by failing to distinguish between the act, the content of an act, and the object. Furthermore, Berkeley confused the being of objects with the fact of being-an-object, even though the latter has only a loose and variable connection with the former. On the other hand, the transcendence of the intentional object with respect to both the *intentio* and its present content is common to every instance of being-an-object. It is, for instance, proper to objects of pure mathematics which are certainly not real but ideal (for example, the number 3). These are produced from the *a priori* material of intuition in accordance with an operational law governing the steps of our thought or intuition. Transcendence is further proper to all fictitious objects and even to contradictory objects, for instance, a square circle. All these sorts of objects, e.g., the golden mountain or Little Red Riding Hood, satisfy the basic principle of the transcendence of objects over and above that aspect of them which is, at any moment, given in consciousness, just as much as do real objects existing independently of all consciousness and knowledge." ―from_Idealism and Realism_ "
8 " A man craves ultimate truths. Every mortal mind, I think, is that way. But what is ultimate truth? It's the end of the road, where there is no more mystery, no more hope. And no more questions to ask, since all the answers have been given. But there is no such place.The Universe is a labyrinth made of labyrinths. Each leads to another. And wherever we cannot go ourselves, we reach with mathematics. Out of mathematics we build wagons to carry us into the nonhuman realms of the world. "
― Stanisław Lem , Fiasco
9 " When we find that God's ways always coincide with our own ways, it's time to question who we're really worshipping, God or ourselves. The latter moves the nature of godliness from the King to our servant to a slave, a deduction into the realm of selfhood and then the lower, slavehood. It's a spiritual mathematics in that men who need God in his godhood are humble yet strong and spiritually ambitious while men who need a slave in their selfhood are ultimately paralyzed and will remain paralyzed. "
― Criss Jami , Killosophy
10 " Anyone who cannot cope with mathematics is not fully human. At best, he is a tolerable subhuman who has learned to wear his shoes, bathe, and not make messes in the house. "
― Robert A. Heinlein
11 " Worth as I use it here is immeasurable, not as in mathematics towards infinity. But that it can not be measured. There are no measurable parameters for it! Certainly not a material-communal measurable parameter for it! Such, it is what the being holds that cannot and should never be traded. When it is there, every essence of your being knows it, and takes commands from it that will be able to override any personal or imposed sense of value. "
― , Failure&solitude
12 " Neglect of mathematics work injury to all knowledge, since he who is ignorant of it cannot know the other sciences or things of this world. And what is worst, those who are thus ignorant are unable to perceive their own ignorance, and so do not seek a remedy. "
― Roger Bacon , Mathematics
13 " Q. You do not consider your statement a disloyal one?A. No, sir. Scientific truth is beyond loyalty and disloyalty.Q. Can you prove that this mathematics is valid?A. Only to another mathematician.Q. Your claim then is that your truth is of so esoteric a nature that it is beyond the understanding of a plain man. It seems to me that truth should be clearer than that, less mysterious, more open to the mind.A. It presents no difficulties to some minds. The physics of energy transfer, which we know as thermodynamics, has been clear and true through all the history of man since the mythical ages, yet there may be people present who would find it impossible to design a power engine. People of high intelligence, too. "
14 " Me, and thousands of others in this country like me, are half-baked, because we were never allowed to complete our schooling. Open our skulls, look in with a penlight, and you'll find an odd museum of ideas: sentences of history or mathematics remembered from school textbooks (no boy remembers his schooling like the one who was taken out of school, let me assure you), sentences about politics read in a newspaper while waiting for someone to come to an office, triangles and pyramids seen on the torn pages of the old geometry textbooks which every tea shop in this country uses to wrap its snacks in, bits of All India Radio news bulletins, things that drop into your mind, like lizards from the ceiling, in the half hour before falling asleep--all these ideas, half formed and half digested and half correct, mix up with other half-cooked ideas in your head, and I guess these half-formed ideas bugger one another, and make more half-formed ideas, and this is what you act on and live with. "
― Aravind Adiga , The White Tiger
15 " The habit of looking at life as a social relation — an affair of society — did no good. It cultivated a weakness which needed no cultivation. If it had helped to make men of the world, or give the manners and instincts of any profession — such as temper, patience, courtesy, or a faculty of profiting by the social defects of opponents — it would have been education better worth having than mathematics or languages; but so far as it helped to make anything, it helped only to make the college standard permanent through life. "
― Henry Adams , La educación de Henry Adams
16 " A Puritan twist in our nature makes us think that anything good for us must be twice as good if it's hard to swallow. Learning Greek and Latin used to play the role of character builder, since they were considered to be as exhausting and unrewarding as digging a trench in the morning and filling it up in the afternoon. It was what made a man, or a woman -- or more likely a robot -- of you. Now math serves that purpose in many schools: your task is to try to follow rules that make sense, perhaps, to some higher beings; and in the end to accept your failure with humbled pride. As you limp off with your aching mind and bruised soul, you know that nothing in later life will ever be as difficult.What a perverse fate for one of our kind's greatest triumphs! Think how absurd it would be were music treated this way (for math and music are both excursions into sensuous structure): suffer through playing your scales, and when you're an adult you'll never have to listen to music again. And this is mathematics we're talking about, the language in which, Galileo said, the Book of the World is written. This is mathematics, which reaches down into our deepest intuitions and outward toward the nature of the universe -- mathematics, which explains the atoms as well as the stars in their courses, and lets us see into the ways that rivers and arteries branch. For mathematics itself is the study of connections: how things ideally must and, in fact, do sort together -- beyond, around, and within us. It doesn't just help us to balance our checkbooks; it leads us to see the balances hidden in the tumble of events, and the shapes of those quiet symmetries behind the random clatter of things. At the same time, we come to savor it, like music, wholly for itself. Applied or pure, mathematics gives whoever enjoys it a matchless self-confidence, along with a sense of partaking in truths that follow neither from persuasion nor faith but stand foursquare on their own. This is why it appeals to what we will come back to again and again: our **architectural instinct** -- as deep in us as any of our urges. "
17 " Every now and then, I'm lucky enough to teach a kindergarten or first-grade class. Many of these children are natural-born scientists - although heavy on the wonder side, and light on skepticism. They're curious, intellectually vigorous. Provocative and insightful questions bubble out of them. They exhibit enormous enthusiasm. I'm asked follow-up questions. They've never heard of the notion of a 'dumb question'. But when I talk to high school seniors, I find something different. They memorize 'facts'. By and large, though, the joy of discovery, the life behind those facts has gone out of them. They've lost much of the wonder and gained very little skepticism. They're worried about asking 'dumb' questions; they are willing to accept inadequate answers, they don't pose follow-up questions, the room is awash with sidelong glances to judge, second-by-second, the approval of their peers. They come to class with their questions written out on pieces of paper, which they surreptitiously examine, waiting their turn and oblivious of whatever discussion their peers are at this moment engaged in. Something has happened between first and twelfth grade. And it's not just puberty. I'd guess that it's partly peer pressure not to excel - except in sports, partly that the society teaches short-term gratification, partly the impression that science or mathematics won't buy you a sports car, partly that so little is expected of students, and partly that there are few rewards or role-models for intelligent discussion of science and technology - or even for learning for it's own sake. Those few who remain interested are vilified as nerds or geeks or grinds. But there's something else. I find many adults are put off when young children pose scientific questions. 'Why is the Moon round?', the children ask. 'Why is grass green?', 'What is a dream?', 'How deep can you dig a hole?', 'When is the world's birthday?', 'Why do we have toes?'. Too many teachers and parents answer with irritation, or ridicule, or quickly move on to something else. 'What did you expect the Moon to be? Square?' Children soon recognize that somehow this kind of question annoys the grown-ups. A few more experiences like it, and another child has been lost to science. "
― Carl Sagan , The Demon-Haunted World: Science as a Candle in the Dark
18 " Teachers greatly influence how students perceive and approach struggle in the mathematics classroom. Even young students can learn to value struggle as an expected and natural part of learning, as demonstrated by the class motto of one first-grade math class: If you are not struggling, you are not learning. Teachers must accept that struggle is important to students' learning of mathematics, convey this message to students, and provide time for them to try to work through their uncertainties. Unfortunately, this may not be enough, since some students will still simply shut down in the face of frustration, proclaim, 'I don't know,' and give up. Dweck (2006) has shown that students with a fixed mindset--that is, those who believe that intelligence (especially math ability) is an innate trait--are more likely to give up when they encounter difficulties because they believe that learning mathematics should come naturally. By contrast, students with a growth mindset--that is, those who believe that intelligence can be developed through effort--are likely to persevere through a struggle because they see challenging work as an opportunity to learn and grow. "
19 " A totally new kind of education is needed in the world. The person who is born to be a poet is proving himself stupid in mathematics and the person who could have been a great mathematician is just cramming history and feeling lost. Everything is topsy-turvy because education is not according to your nature: it does not pay any respect to the individual. It forces everybody into a certain pattern. "
― Osho , The Secret of Secrets
20 " The science of government it is my duty to study, more than all other sciences; the arts of legislation and administration and negotiation ought to take the place of, indeed exclude, in a manner, all other arts. I must study politics and war, that our sons may have liberty to study mathematics and philosophy. Our sons ought to study mathematics and philosophy, geography, natural history and naval architecture, navigation, commerce and agriculture in order to give their children a right to study painting, poetry, music, architecture, statuary, tapestry and porcelain. "
― John Adams , Letters of John Adams, Addressed to His Wife
