84
" In the tenth century BC, the priests of India devised the Brahmodya competition, which would become a model of authentic theological discourse. The object was to find a verbal formula to define the Brahman, the ultimate and inexpressible reality beyond human understanding. The idea was to push language as far as it would go, until participants became aware of the ineffable. The challenger, drawing on his immense erudition, began the process by asking an enigmatic question and his opponents had to reply in a way that was apt but equally inscrutable. The winner was the contestant who reduced the others to silence. In that moment of silence, the Brahman was present - not in the ingenious verbal declarations but in the stunning realisation of the impotence of speech. Nearly all religious traditions have devised their own versions of this exercise. It was not a frustrating experience; the finale can, perhaps, be compared to the moment at the end of the symphony, when there is a full and pregnant beat of silence in the concert hall before the applause begins. The aim of good theology is to help the audience to live for a while in that silence. "
― Karen Armstrong , The Case for God
90
" ...Turn our thoughts, in the next place, to the characters of learned men. The priesthood have, in all ancient nations, nearly monopolized learning. Read over again all the accounts we have of Hindoos, Chaldeans, Persians, Greeks, Romans, Celts, Teutons, we shall find that priests had all the knowledge, and really governed all mankind. Examine Mahometanism, trace Christianity from its first promulgation; knowledge has been almost exclusively confined to the clergy. And, even since the Reformation, when or where has existed a Protestant or dissenting sect who would tolerate a free inquiry? The blackest billingsgate, the most ungentlemanly insolence, the most yahooish brutality is patiently endured, countenanced, propagated, and applauded. But touch a solemn truth in collision with a dogma of a sect, though capable of the clearest proof, and you will soon find you have disturbed a nest, and the hornets will swarm about your legs and hands, and fly into your face and eyes.] "
92
" As humans, we have invented lots of useful kinds of lie. As well as lies-to-children ('as much as they can understand') there are lies-to-bosses ('as much as they need to know') lies-to-patients ('they won't worry about what they don't know') and, for all sorts of reasons, lies-to-ourselves. Lies-to-children is simply a prevalent and necessary kind of lie. Universities are very familiar with bright, qualified school-leavers who arrive and then go into shock on finding that biology or physics isn't quite what they've been taught so far. 'Yes, but you needed to understand that,' they are told, 'so that now we can tell you why it isn't exactly true.' Discworld teachers know this, and use it to demonstrate why universities are truly storehouses of knowledge: students arrive from school confident that they know very nearly everything, and they leave years later certain that they know practically nothing. Where did the knowledge go in the meantime? Into the university, of course, where it is carefully dried and stored. "
― Terry Pratchett , The Science of Discworld (The Science of Discworld, #1)