Reason and action are congeneric and homogenous, two aspects of the same phenomenon.

Education rears disciples, imitators, and routinists, not pioneers of new ideas and creative geniuses. The schools are not nurseries of progress and improvement, but conservatories of tradition and unvarying modes of thought.

Reason is the main resource of man in his struggle for survival.

Reason's biological function is to preserve and promote life and to postpone its extinction as long as possible. Thinking and acting are not contrary to nature; they are, rather, the foremost features of man's nature. The most appropriate description of man as differentiated from nonhuman beings is: a being purposively struggling against the forces adverse to his life.

It is the worst of all superstitions to assume that the epistemological characteristics of one branch of knowledge must necessarily be applicable to any other branch.

To illustrate the difference between the innovator and the dull crowd of routinists who cannot even imagine that any improvement is possible, we need only refer to a passage in Engel's most famous book. Here, in 1878, Engels apodictically announced that military weapons are "now so perfected that no further progress of any revolutionizing influence is any longer possible." Henceforth "all further [technological] progress is by and large indifferent for land warfare. The age of evolution is in this regard essentially closed." This complacent conclusion shows in what the achievement of the innovator consists: he accomplishes what other people believe to be unthinkable and unfeasible.