Marvin Minsky

"In today's computer science curricula … almost all their time is devoted to formal classification of syntactic language types, defeatist unsolvability theories, folklore about systems programming, and generally trivial fragments of "optimization of logic design" — the latter often in situations where the art of heuristic programming has far outreached the special-case "theories" so grimly taught and tested — and invocations about programming style almost sure to be outmoded before the student graduates."

"Computer languages of the future will be more concerned with goals and less with procedures specified by the programmer."

"‘In from three to eight years we will have a machine with the general intelligence of an average human being. I mean a machine that will be able to read Shakespeare, grease a car, play office politics, tell a joke, have a fight. At that point the machine will begin to educate itself with fantastic speed. In a few months it will be at genius level and a few months after that its powers will be incalculable... Once the computers got control, we might never get it back. We would survive at their sufferance. If we're lucky, they might decide to keep us as pets... I have warned [people in the Pentagon] again and again that we are getting into very dangerous country. They don’t seem to understand."

"I had the naive idea that if one could build a big enough network, with enough memory loops, it might get lucky and acquire the ability to envision things in its head. This became a field of study later. It was called self-organizing random networks. Even today, I still get letters from young students who say, 'Why are you people trying to program intelligence? Why don't you try to find a way to build a nervous system that will just spontaneously create it?' Finally, I decided that either this was a bad idea or it would take thousands or millions of neurons to make it work, and I couldn't afford to try to build a machine like that."

"Speed is what distinguishes intelligence. No bird discovers how to fly: evolution used a trillion bird-years to 'discover' that – where merely hundreds of person-years sufficed."

"Will robots inherit the earth? Yes, but they will be our children."

"When David Marr at MIT moved into computer vision, he generated a lot of excitement, but he hit up against the problem of knowledge representation; he had no good representations for knowledge in his vision systems."

"An ethicist is someone who sees something wrong with whatever you have in mind."

"You don't understand anything until you learn it more than one way."

"If you like somebody's work -- just go and see them. However, don't ask for their autograph. A lot of people came and asked me for my autograph -- and it's creepy. What I did is read everything they published first... and correct them. That's what they really want. Every smart person wants to be corrected, not admired."

"If there's something you like very much then you should regard this not as you feeling good but as a kind of brain cancer, because it means that some small part of your mind has figured out how to turn off all the other things."

"I am inclined to doubt that anything very resembling formal logic could be a good model for human reasoning. In particular, I doubt that any logic that prohibits self-reference can be adequate for psychology: no mind can have enough power — without the power to think about Thinking itself. Without Self-Reference it would seem immeasurably harder to achieve Self-Consciousness — which, so far as I can see, requires at least some capacity to reflect on what it does. If Russell shattered our hopes for making a completely reliable version of commonsense reasoning, still we can try to find the islands of "local consistency," in which naive reasoning remains correct."

"Since we have no systematic way to avoid all the inconsistencies of commonsense logic, each person must find his own way by building a private collection of "cognitive censors" to suppress the kinds of mistakes he has discovered in the past."

"Questioning one's own "top-level" goals always reveals the paradox-oscillation of ultimate purpose. How could one decide that a goal is worthwhile — unless one already knew what it is that is worthwhile?"

"For avoiding nonsense in general, we might accumulate millions of censors. For all we know, this "negative meta-knowledge" — about patterns of thought and inference that have been found defective or harmful — may be a large portion of all we know."

"All intelligent persons also possess some larger-scale frame-systems whose members seemed at first impossibly different — like water with electricity, or poetry with music. Yet many such analogies — along with the knowledge of how to apply them — are among our most powerful tools of thought. They explain our ability sometimes to see one thing — or idea — as though it were another, and thus to apply knowledge and experience gathered in one domain to solve problems in another. It is thus that we transfer knowledge via the paradigms of Science. We learn to see gases and fluids as particles, particles as waves, and waves as envelopes of growing spheres."

"Positive general principles need always to be supplemented by negative, anecdotal censors. For, it hardly ever pays to alter a general mechanism to correct a particular bug."

"When you "get an idea," or "solve a problem," or have a "memorable experience," you create what we shall call a K-line. This K-line gets connected to those "mental agencies" that were actively involved in the memorable event. When that K-line is later "activated," it reactivates some of those mental agencies, creating a "partial mental state" resembling the original."

"We usually say that one must first understand simpler things. But what if feelings and viewpoints are the simpler things?"

"We shall envision the mind (or brain) as composed of many partially autonomous "agents"—as a "Society" of smaller minds. ...It is easiest to think about partial states that constrain only agents within a single Division. ...(we suggest) the local mechanisms for resolving conflicts could be the precursors of what we know later as reasoning — useful ways to combine different fragments of knowledge."

"Concrete concepts are not necessarily the simplest ones. A novice best remembers "being at" a concert. The amateur remembers more of what it "sounded like." Only the professional remembers the music itself, timbres, tones and textures."

"I maintain that attitudes do really precede propositions, feelings come before facts."

"Old answers never perfectly suit new questions, except in the most formal, logical circumstances."

"Get the mind into the (partial) state that solved the old problem; then it might handle the new problem in the "same way.""

"Changing the states of many agents grossly alters behavior, while changing only a few just perturbs the overall disposition a little."

"A memory should induce a state through which we see current reality as an instance of the remembered event — or equivalently, see the past as an instance of the present. ...the system can perform a computation analogous to one from the memorable past, but sensitive to present goals and circumstances."

"It would seem that making unusual connections is unusually difficult and, often, rather "indirect"—be it via words, images, or whatever. The bizarre structures used by mnemonist (and, presumably unknowingly, by each of us) suggests that arbitrary connections require devious pathways."

"Most theories of learning have been based on ideas of "reinforcement" of success. But all these theories postulate a single, centralized reward mechanism. I doubt this could suffice for human learning because the recognition of which events should be considered memorable cannot be a single, uniform process. It requires too much "intelligence." Instead I think such recognitions must be made, for each division of the mind, by some other agency that has engaged the present one for a purpose."

"Each subsociety of mind must have its own internal epistemology and phenomenology, with most details private, not only from the central processes, but from one another."

"Each part of the mind sees only a little of what happens in some others, and that little is swiftly refined, reformulated and "represented." We like to believe that these fragments have meanings in themselves — apart from the great webs of structure from which they emerge — and indeed this illusion is valuable to us qua thinkers — but not to us as psychologists — because it leads us to think that expressible knowledge is the first thing to study."

"Only the surface of reason is rational. I don't mean that understanding emotion is easy, only that understanding reason is probably harder."

"Our culture has a universal myth in which we see emotion as more complex and obscure than intellect. Indeed, emotion might be "deeper" in some sense of prior evolution, but this need not make it harder to understand; in fact, I think today we actually know much more about emotion than about reason."

"If explaining minds seems harder than explaining songs, we should remember that sometimes enlarging problems makes them simpler! The theory of the roots of equations seemed hard for centuries within its little world of real numbers, but it suddenly seemed simple once Gauss exposed the larger world of so-called complex numbers. Similarly, music should make more sense once seen through listeners' minds."

"We find things that do not fit into familiar frameworks hard to understand – such things seem meaningless."

"What is the difference between merely knowing (or remembering, or memorizing) and understanding? ...A thing or idea seems meaningful only when we have several different ways to represent it — different perspectives and different associations. ...Then we can turn it around in our minds, so to speak: however it seems at the moment, we can see it another way and we never come to a full stop. In other words, we can 'think' about it. If there were only one way to represent this thing or idea, we would not call this representation thinking."

"Of what use is musical knowledge? Here is one idea. Each child spends endless days in curious ways; we call this play. A child stacks and packs all kinds of blocks and boxes, lines them up, and knocks them down. … Clearly, the child is learning about space! ...how on earth does one learn about time? Can one time fit inside another? Can two of them go side by side? In music, we find out!"

"The way the mathematics game is played, most variations lie outside the rules, while music can insist on perfect canon or tolerate a casual accompaniment."

"Most adults have some childlike fascination for making and arranging larger structures out of smaller ones."

"Perhaps the music that some call 'background' music can tranquilize by turning under-thoughts from bad to neutral, leaving the surface thoughts free of affect by diverting the unconscious."

"Theorems often tell us complex truths about the simple things, but only rarely tell us simple truths about the complex ones. To believe otherwise is wishful thinking or "mathematics envy.""

"Music... immerses us in seemingly stable worlds! How can this be, when there is so little of it present at each moment?"

"Hearing music is like viewing scenery and... when we hear good music our minds react in very much the same way they do when we see things."

"Our eyes are always flashing sudden flicks of different pictures to our brains, yet none of that saccadic action leads to any sense of change or motion in the world; each thing reposes calmly in its "place"! ...What makes us such innate Copernicans?"

"How do both music and vision build things in our minds? Eye motions show us real objects; phrases show us musical objects. We "learn" a room with bodily motions; large musical sections show us musical "places." Walks and climbs move us from room to room; so do transitions between musical sections. Looking back in vision is like recapitulation in music; both give us time, at certain points, to reconfirm or change our conceptions of the whole."

"Innate sentic detectors could help by teaching children about their own affective states. For if distinct signals arouse specific states, the child can associate those signals with those states. Just knowing that such states exist, that is, having symbols for them, is half the battle."

"When no idea seems right, the right one must seem wrong."

"We'll show you that you can build a mind from many little parts, each mindless by itself."

"This book... too, is a society — of many small ideas. Each by itself is only common sense, yet when we join enough of them we explain the strangest mysteries of mind."

"Unless we can explain the mind in terms of things that have no thoughts or feelings of their own, we'll only have gone around in a circle."

"How many processes are going on, to keep that teacup level in your grasp? There must be a hundred of them."