"I don't want to achieve immortality through my work; I want to achieve immortality through not dying" (WOODY ALLEN).

“Anyone who can have a global view is a philosopher, and anyone who can’t isn’t" (PLATO, Republic, VII 537 c 7).    

“If we must philosophize we must philosophize, and if we must not philosophize we must philosophize. In any case, therefore, we must philosophize. For, if philosophy exists, we are certainly bound to philosophize since it exists. If instead it does not exist, also in that case we are bound to investigate why philosophy does not exist. But investigating we philosophize, for investigation is the cause of philosophy (ARISTOTLE, Protrepticus, fr.424)”.

""In the manners and customs of the schools, universities, colleges and similar institutions, which are intended to house scholars and cultivate learning, everything is found to be inimical to the progress of the sciences. For the readings and exercises are so designed that it would hardly occur to anyone to think or consider anything out of the ordinary. And if perhaps someone should have the courage to use his liberty of judgement, he would be taking the task on himself alone; he will get no useful help from his colleagues. And if he puts up with this too, he will find that in pursuing his career his industry and largeness of view will be no small obstacle to him” (F. BACON, Novum Organum,  I, Aphorism XC).

"Old ideas give way slowly ... They are habits, predispositions, deeply engrained attitudes of aversion and preference. Moreover, the conviction persists ... that all the questions that the human mind has asked are questions that can be answered in terms of the alternatives that the questions themselves present. But in fact intellectual progress usually occurs through sheer abandonment of questions together with both of the alternatives they assume - an abandonment that results from their decreasing vitality and a change of urgent interest. We do not solve them: we get over them. Old questions are solved by disappearing, evaporating, while new questions corresponding to the changed attitude of endeavor and preference take their place” (J. DEWEY, The Influence of Darwinism on Philosophy).

"The attitude of most of you is that you are the philosophers, that the students are not, ...  that they must be trained to repeat the tricks after you, so that sometimes in the future they may perhaps be able to became trainers themselves, modifying the tricks a little here and there (this is called 'original research'), and being equally stern in the propagation of their knowledge (this is called ‘professional conscience’). I am sorry, but I see my task in an entirely different light” (P. FEYERABEND, Letter to the Director of the Department of Philosophy, 26 Jan 1969).

“The fundamental discoveries, such as those of the laws of mechanics, of chemical combination, of evolution, on which scientific advance ultimately depends … always entail the destruction of or disintegration of old knowledge before the new can be created. … It is no accident that bacteria were first understood by a canal engineer, that oxygen was isolated by a Unitarian minister, that the theory of infection was established by a chemist, the theory of heredity by a monastic school teacher, and the theory of evolution by a man who was unfitted to be a university instructor in either botany or zoology. … We need a Minister of Disturbances, a regulated source of annoyance; a destroyer of routine, and underminer of complacency, an enfant terrible” (C. D. DARLINGTON, The Conflict of Society and Science, 1948).