... One can know very much but comprehend very little and, besides, ... different objectives require different levels of knowledge - though always with the maximum possible comprehension suited to the purpose.

Is numerical equality (forced by the use of specific physical units) the same as conceptual equality? Of course NOT!

Without causality in the world, there is no point in educating people, or making any moral or political appeal.

Teaching the layperson (divulgare) is not distorting (tergiversare) the subject, but educating the public; and it is our duty as scientists to educate without distorting the essence of the scientific knowledge attained by humanity. The future of our society depends upon this premise.

If Relativity Theory kills our deepest convictions, why not start by finding out why we believed in them for millennia?

After some cogitation, it is difficult not to agree with Herman Bondi (1919 - 2005), who in his book 'Relativity and Common Sense' says:... The surprising thing, surely, is that molecules in a gas behave so much as billiard balls, not that electrons behave so little like billiard balls.

Truth is not as pompous and romantic as myth ... but it has the immeasurable value of being the Truth.

To believe in nothing is as ridiculous as to believe in everything. Reason and factual evidence may convert a belief into knowledge.

Subjectivity is strange to Science, while Relativity is an objective part of it.

It is curious that the human mind could blindly accept an infinite speed but had reservations to accept a finite one, simply because it was too large!