“What is meaningful cannot in fact be isolated…. We achieve understanding within a circular movement from particular facts to the whole that includes them and back again from the whole thus reached to the particular significant facts.”

“Three things are required at a university: professional training, education of the whole man, research. For the university is simultaneously a professional school, a cultural center and a research institute. People have tried to force the university to choose between these three possibilities. They have asked what it is that we really expect the university to do. Since, so they say, it cannot do everything it ought to decide upon one of these three alternatives. It was even suggested that the university as such be dissolved, to be replaced by three special types of school: institutes for professional training, institutes for general education possibly involving a special staff, and research institutes. In the idea of the university, however, these three are indissolubly united. One cannot be cut off from the others without destroying the intellectual substance of the university, and without at the same time crippling itself. All three are factors of a living whole. By isolating them, the spirit of the university perishes.”

“Man's primary will to know struggles against the selfsatisfied formalism of empty learning which drugs man intothe illusory calm of fulfillment. It fights against empty intellectualism,against nihilism which has ceased wanting anything and thus has ceased wanting to know. It battles against mediocrity which never takes stock of itself and which confuses knowledge with the mere learning of facts and <> The only satisfaction which man derives from a radical commitment to knowledge is the hope of advancing the frontier of knowledge to a point beyond which he cannot advance except by transcending knowledge itself.”

“Metaphysical guilt is the lack of absolute solidarity with the human being as such--an indelible claim beyond morally meaningful duty. This solidarity is violated by my presence at a wrong or a crime. It is not enough that I cautiously risk my life to prevent it; if it happens, and I was there, and if I survive where the other is killed, I know from a voice within myself: I am guilty of being still alive.”

“The Socratic teacher turns his students away from himself and back onto themselves; he hides in paradoxes, makes himself inaccessible. The intimate relationship between student and teacher here is not one of submission, but of a contest for truth.”

“The limits of science have always been the source of bitter disappointment when people expected something from science that it was not able to provide. Take the following examples: a man without faith seeking to find in science a substitute for his faith on which to build his life; a man unsatisfied by philosophy seeking an all-embracing universal truth in science; a spiritually shallow person growing aware of his own futility in the course of engaging in the endless reflections imposed by science. In every one of these cases, science begins as an object of blind idolatry and ends up as an object of hatred andcontempt. Disenchantment inevitably follows upon these and similar misconceptions. One question remains: What value can science possibly have when its limitations have become so painfully clear?”

“Greatness of mind becomes an object of love only when the power at work in it itself has a noble character”