“What is it about our specific belief in God and His wishes that makes us so angry at the specific beliefs of another? What is it about the teachings of our respective deities that makes us more right than the next person? Or more wrong?”

“A judgment with an evil design comes about when we compare a person to our pre-conceived beliefs about what is right or wrong and then condemn that person.”

“The problem I want to talk to you about tonight is the problem of belief. What does it mean to believe? We use this word all the time, and I think behind it lurk some really extraordinary taboos and confusions. What I want to argue tonight is that how we talk about belief- how we fail to criticize or criticize the beliefs of others, has more importance to us personally, more consequence to us personally and to civilization than perhaps anything else that is in our power to influence. ”

“In spite of all the talk and study about our next years, all the silent ponderings about what lies within them...it seems plain to us that many things are wrong in the present ones that can be, must be, changed. Our texture of belief has great holes in it. Our pattern lacks pieces.”

“God is more concerned about our character than our comfort. HIs goal is not to pamper us physically, but to perfect us spiritually.”

“What is education for? And more specifically, what is at stake in a distinctly Christian education? What does the qualifier Christian mean when appended to education? It is usually understood that education is about ideas and information (though it is also too often routinely reduced to credentialing for a career and viewed as a ticket to a job). And so distinctively Christian education is understood to be about Christian ideas--which usually requires a defense of the importance of "the life of the mind." On this account, the goal of a Christian education is the development of a Christian perspective, or more commonly now, a Christian worldview, which is taken to be a system of Christian beliefs, ideas, and doctrines.But what if this line of thinking gets off on the wrong foot? What if education ... is not primarily about the absorption of ideas and information, but about the formation of hearts and desires? What if we began by appreciating how education not only gets into our head but also (and more fundamentally) grabs us by the gut? What if education was primarily concerned with shaping our hopes and passions - our visions of 'the good life' - and not merely about the dissemination of data and information as inputs to our thinking? What if the primary work of education was the transforming of our imagination rather than the saturation of our intellect? ...What if education wasn't first and foremost about what we know, but about what we love?”