Where are we as a modern civilization if our educational institutions conspire to train only a fraction of our capacities? and if this is all they can really do, then why not acknowledge that fact openly and give legitimacy to the other alternative forms of education that do cultivate those neglected dimensions of personality, instead of pretending that anything lying outside the standards set by the Wester analytic tradition is either inferior, anti-intellectual, or diabolic? (p. 293-294)

This is what is meant by the phenomenology of the science-making process: Self-observation always leads us to an existential point about the metaphysics of experience, and it is almost always a transforming moment. (p. 286)