Speaking about science and humanistic education, which is to speak about the social relations of science, it is useful to address ourselves to the purest of social questions: not only such practical questions as arise in technological change and economic development, in allocation of our finite resources, and in mastering the runaway accumulation of knowledge and of people, but also the most ancient and simplest of questions, how shall a man live with his fellows and with himself? In every civilization we know, Asian, African, European, there have been those men who have said with Socrates that the unexamined life is not worth living. Indeed, the history of those who have been called "wise' is a history of such explicit examinations of life.