The frivolity and boredom which unsettle the established order, the vague foreboding of something unknown, these are the heralds of approaching change. The gradual crumbling that left unaltered the face of the whole is cut short by a sunburst which, in one flash, illuminates the features of the new world.

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.

Action is the activity of the rational soul, which abhors irrationality and must combat it or be corrupted by it. When it sees the irrationality of others, it must seek to correct it, and can do this either by teaching or engaging in public affairs itself, correcting through its practice. And the purpose of action is to enable philosophy to continue, for if men are reduced to the material alone, they become no more than beasts.

One of the professors told me last week that he feels bad teaching with the way the economy is now. 'What's the point?' he said. 'Kids aren't getting jobs.' You never hear faculty talk that way. He did.

I believed that I was approaching the end of my days without having tasted to the full any of the pleasures for which my heart thirsted...without having ever tasted that passion which, through lack of an object, was always suppressed. ...The impossibility of attaining the real persons precipitated me into the land of chimeras; and seeing nothing that existed worthy of my exalted feelings, I fostered them in an ideal world which my creative imagination soon peopled with beings after my own heart.

Nobody can tell what is right and what is wrong; what is righteous and what is evil. Even if there is a God and I had his teachings right before me, I would think it through and decide if that was right or wrong myself.

According to the Buddha's teaching the beginning of the life-stream of living beings is unthinkable. THe believer in the creation of life by God may be astonished at this reply. But if you were to ask him 'What is the beginning of God?' he would answer without hesitation 'God has no beginning', and he is not astonished at his own reply.

Teaching others, he corrected himself.

The question has often been asked; Is Buddhism a religion or a philosophy? It does not matter what you call it. Buddhism remains what it is whatever label you may put on it. The label is immaterial. Even the label 'Buddhism' which we give to the teachings of the Buddha is of little importance. The name one gives is inessential.... In the same way Truth needs no label: it is neither Buddhist, Christian, Hindu nor Moslem. It is not the monopoly of anybody. Sectarian labels are a hindrance to the independent understanding of Truth, and they produce harmful prejudices in men's minds.

My advice is really this: what we hear the philosophers saying and what we find in their writings should be applied in our pursuit of the happy life. We should hunt out the helpful pieces of teaching, and the spirited and noble-minded sayings which are capable of immediate practical application-not far-fetched or archaic expressions or extravagant metaphors and figures of speech-and learn them so well that words become works. No one to my mind lets humanity down quite so much as those who study philosophy as if it were a sort of commercial skill and then proceed to live in a quite different manner from the way they tell other people to live.

Why should I give up revenge? On behalf of what? Moral principles? And what of the higher order of things, in which evil deeds are punished? For you, a philosopher and ethicist, an act of revenge is bad, disgraceful, unethical and illegal. But I ask: where is the punishment for evil? Who has it and grants access? The Gods, in which you do not believe? The great demiurge-creator, which you decided to replace the Gods with? Or maybe the law? [...] I know what evil is afraid of. Not your ethics, Vysogota, not your preaching or moral treaties on the life of dignity. Evil is afraid of pain, mutilation, suffering and at the end of the day, death! The dog howls when it is badly wounded! Writhing on the ground and growls, watching the blood flow from its veins and arteries, seeing the bone that sticks out from a stump, watching its guts escape its open belly, feeling the cold as death is about to take them. Then and only then will evil begin to beg, 'Have mercy! I regret my sins! I'll be good, I swear! Just save me, do not let me waste away!'. Yes, hermit. That is the way to fight evil! When evil wants to harm you, inflict pain - anticipate them, it's best if evil does not expect it. But if you fail to prevent evil, if you have been hurt by evil, then avenge him! It is best when they have already forgotten, when they feel safe. Then pay them in double. In triple. An eye for an eye? No! Both eyes for an eye! A tooth for a tooth? No! All their teeth for a tooth! Repay evil! Make it wail in pain, howling until their eyes pop from their sockets. And then, you can look under your feet and boldly declare that what is there cannot endanger anyone, cannot hurt anyone. How can someone be a danger, when they have no eyes? How can someone hurt when they have no hands? They can only wait until they bleed to death.

To approach the Other in conversation is to welcome his expression, in which at each instant he overflows the idea a thought would carry away from it. It is therefore to receive from the Other beyond the capacity of the I, which means exactly: to have the idea of infinity. But this also means: to be taught. The relation with the Other, or Conversation, is a non-allergic relation, an ethical relation; but inasmuch as it is welcomed this conversation is a teaching. Teaching is not reducible to maieutics; it comes from the exterior and brings me more than I contain. In its non-violent transitivity the very epiphany of the face is produced.

Stop longing. You poison today's ease, reaching always for tomorrow.

My misery is reaching epidemic proportions.

"Joshua's ministry was three years of preaching, sometimes three times a day, and although there were some high and low points, I could never remember the sermons word for word, but here's the gist of almost every sermon I ever heard Joshua give.

We spend the first 12 months of our children's lives teaching them to walk and talk and the next 12 months teaching them to sit down and shut up.

One of the greatest myths in the world - & the phrase 'greatest myths' is just a fancy way of saying 'big fat lies' -- is that troublesome things get less & less troublesome if you do them more & more. People say this myth when they are teaching children to ride bicycles, for instance, as though falling off a bicycle & skinning your knee is less troublesome the fourteenth time you do it than it is the first time. The truth is that troublesome things tend to remain troublesome no matter how many times you do them, & that you should avoid doing them unless they are absolutely urgent.

It would seem that you have no useful skill or talent whatsoever," he said. "Have you thought of going into teaching?

If we tend to the things that are important in life, if we are right with those we love, and behave in line with our faith, our lives will not be cursed with the aching throb of unfulfilled business. Our words will always be sincere, our embraces will be tight. We will never wallow in the agony of 'I could have, I should have'. We can sleep in a storm. And when its time, our goodbyes will be complete.

"Teach her about difference. Make difference ordinary. Make difference normal. Teach her not to attach value to difference. And the reason for this is not to be fair or to be nice but merely to be human and practical. Because difference is the reality of our world. And by teaching her about difference, you are equipping her to survive in a diverse world.

"It's funny. I met a man once who did a lot of mountain climbing. I asked him which was harder, ascending or descending? He said without a doubt descending, because ascending you were so focused on reaching the top, you avoided mistakes.

it is impossible to build one's own happiness on the unhappiness of others. This perspective is at the heart of Buddhist teachings.

Education is teaching our children to desire the right things.

All teachings are mere references. The true experience is living your own life. Then, even the holiest of words are only words.