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This is largely the methodology I've used throughout my career - that is, starting with a question as to what might be the properties of a set of compounds that could be invented which were unusual and unpredictable. Many times I've felt a bit like Columbus setting sail. ↗
Just as it is true that a stream cannot rise above its source, so it is true that a national literature cannot rise above the moral level of the social conditions of the people from whom it derives its inspiration. ↗
As a convinced atheist, I ought to agree with Voltaire that Judaism is not just one more religion, but in its way the root of religious evil. Without the stern, joyless rabbis and their 613 dour prohibitions, we might have avoided the whole nightmare of the Old Testament, and the brutal, crude wrenching of that into prophecy-derived Christianity, and the later plagiarism and mutation of Judaism and Christianity into the various rival forms of Islam. Much of the time, I do concur with Voltaire, but not without acknowledging that Judaism is dialectical. There is, after all, a specifically Jewish version of the eighteenth-century Enlightenment, with a specifically Jewish name—the Haskalah—for itself. The term derives from the word for 'mind' or 'intellect,' and it is naturally associated with ethics rather than rituals, life rather than prohibitions, and assimilation over 'exile' or 'return.' It's everlastingly linked to the name of the great German teacher Moses Mendelssohn, one of those conspicuous Jewish hunchbacks who so upset and embarrassed Isaiah Berlin. (The other way to upset or embarrass Berlin, I found, was to mention that he himself was a cousin of Menachem Schneerson, the 'messianic' Lubavitcher rebbe.) However, even pre-enlightenment Judaism forces its adherents to study and think, it reluctantly teaches them what others think, and it may even teach them how to think also. ↗
Quando os graduados [das] famosas escolas inglesas saíam com 18 ou 19 anos para Oxford ou Cambridge, possuíam uma segunda personalidade: normalizada, não sem atrativos, mas artificial - semelhante às árvores podadas dos jardins barrocos franceses. (...) O sistema educativo está mais do que testado e raramente falha. Exerce forças poderosas e terríveis, e o seu poder de sugestão é quase irresistível. Um ou outro poderá quebrar perante a sua força, mas a maioria sobrevive à sua dureza e torna-se mais ou menos solícito, mais ou menos completo, formado e marcado pelo sistema. Anos mais tarde olham em retrospectiva para os anos de escola como se tivessem sido os mais felizes da sua vida. ↗
