“An extraterrestrial being, newly arrived on Earth - scrutinizing what we mainly present to our children in television, radio, movies, newspapers, magazines, the comics, and many books - might easily conclude that we are intent on teaching them murder, rape, cruelty, superstition, credulity, and consumerism. We keep at it, and through constant repetition many of them finally get it.”

“Cutting off fundamental, curiosity-driven science is like eating the seed corn. We may have a little more to eat next winter but what will we plant so we and our children will have enough to get through the winters to come?”

“A statement: children who watch violent TV programmes tend to be more violent when they grow up. But did the TV cause the violence, or do violent children preferentially enjoy watching violent programmes? Very likely both are true. Commercial defenders of TV violence argue that anyone can distinguish between television and reality. But Saturday morning children’s programmes now average 25 acts of violence per hour. At the very least this desensitizes young children to aggression and random cruelty. And if impressionable adults can have false memories implanted in their brains, what are we implanting in our children when we expose them to some 100,000 acts of violence before they graduate from elementary school?”

“You might imagine an uncharitable extraterrestrial observer looking down on our species... - with us excitedly chattering, "The Universe is created for us! We're at the center! Everything pays homage to us!" - and concluding that our pretensions are amusing, our aspirations pathetic, that this must be the planet of the idiots.”

“I don't think science is hard to teach because humans aren't ready for it, or because it arose only through a fluke, or because, by and large, we don't have the brainpower to grapple with it. Instead, the enormous zest for science that I see in first-graders and the lesson from the remnant hunter-gatherers both speak eloquently: A proclivity for science is embedded deeply within us, in all times, places, and cultures. It has been the means for our survival. It is our birthright. When, through indifference, inattention, incompetence, or fear of skepticism, we discourage children from science, we are disenfranchising them, taking from them the tools needed to manage their future.”

“In the way that scepticism is sometimes applied to issues of public concern, there is a tendency to belittle, to condescend, to ignore the fact that, deluded or not, supporters of superstition and pseudoscience are human beings with real feelings, who, like the sceptics, are trying to figure out how the world works and what our role in it might be. Their motives are in many cases consonant with science. If their culture has not given them all the tools they need to pursue this great quest, let us temper our criticism with kindness. None of us comes fully equipped.”

“We live in an extraordinary age. These are times of stunning changes in social organization, economic well-being, moral and ethical precepts, philosophical and religious perspectives, and human self-knowledge, as well as in our understanding of that vast universe in which we are imbedded like a grain of sand in a cosmic ocean. As long as there have been human beings, we have posed the deep and fundamental questions, which evoke wonder and stir us into at least a tentative and trembling awareness, questions on the origins of consciousness; life on our planet; the beginnings of the Earth; the formation of the Sun; the possibility of intelligent beings somewhere up there in the depths of the sky; as well as, the grandest inquiry of all - on the advent, nature and ultimate destiny of the universe. For all but the last instant of human history these issues have been the exclusive province of philosophers and poets, shamans and theologians. The diverse and mutually contradictory answers offered demonstrate that few of the proposed solutions have been correct. But today, as a result of knowledge painfully extracted from nature, through generations of careful thinking, observing, and experimenting, we are on the verge of glimpsing at least preliminary answers to many of these questions....If we do not destroy ourselves, most of us will be around for the answers. Had we been born fifty years earlier, we could have wondered, pondered, speculated about these issues, but we could have done nothing about them. Had we been born fifty years later, the answers would, I think, already have been in. Our children will have been taught the answers before most of them will have had the opportunity to even formulate the questions. By far the most exciting, satisfying and exhilarating time to be alive is the time in which we pass from ignorance to knowledge on these fundamental issues; the age where we begin in wonder and end in understanding. In all of the four-billion-year history of the human family, there is only one generation priveleged to live through that unique transitional moment: that generation is ours.”