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| affairs each month. He had many students, | 6384 COSMIC HERETICS: PART 1: - Chapter 1: ROYAL INCEST - |
| his hundreds of friends and colleagues, students and acquaintances had yet read the book or would ever do so... | 6508 COSMIC HERETICS: PART 1: - Chapter 1: ROYAL INCEST - |
| somewhere, a heterogeneous network of bright students, | 6589 COSMIC HERETICS: PART 1: - Chapter 2: THE PRODIGAL ARCHIVE - |
| and that the doctors and their students increased their post-mortem dissections in this environment escalated the puerperal fever mortality rate. | 7300 COSMIC HERETICS: PART 1: - Chapter 3: CHEERS AND HISSES - |
| of necessarily being racially prejudiced; radical students caught on also to the effectiveness of "irrational," | 7320 COSMIC HERETICS: PART 1: - Chapter 3: CHEERS AND HISSES - |
| return with the chartered aircraft carrying students and faculty, | 8540 COSMIC HERETICS: PART 1: - Chapter 4: A PROPER RESPECT FOR AUTHORITY - |
| active consideration by scientists, scholars, and students of alternatives to the theory of uniformity in astronomy and earth history: | 8810 COSMIC HERETICS: PART 1: - Chapter 5: THE BRITISH CONNECTION - |
| active consideration by scientist, scholars and students, | 9028 COSMIC HERETICS: PART 1: - Chapter 5: THE BRITISH CONNECTION - |
| therapy at Esalen, and to the students, | 10277 COSMIC HERETICS: PART 2: - Chapter 7: FROM VENUS WITH LOVE - |
| the beautiful image Merton and other students of science, | 10637 COSMIC HERETICS: PART 2: - Chapter 8: HOMO SCHIZO MEETS GOD - |
| Switzerland with the help of several students. | 11165 COSMIC HERETICS: PART 2: - Chapter 8: HOMO SCHIZO MEETS GOD - |
| he recommended the book to his students in geology at Princeton. | 11315 COSMIC HERETICS: PART 3: - Chapter 9: NEW FASHIONS IN CATASTROPHISM - |
| possibly for another year or two. (Students asst is going away for summer on job.) | 12007 COSMIC HERETICS: PART 3: - Chapter 9: NEW FASHIONS IN CATASTROPHISM - |
| New York University and forced the students to expel all their preconceptions and prejudices, | 12635 COSMIC HERETICS: PART 3: - Chapter 10: ABC'S OF ASTROPHYSICS - |
| I introduced the subject to my students in the Geology of the Solar System. | 13090 COSMIC HERETICS: PART 3: - Chapter 10: ABC'S OF ASTROPHYSICS - |
| form of stars, a guide for students and navigators by sea and land, | 13345 COSMIC HERETICS: PART 3: - Chapter 11: CLOCKWORK - |
| jumps in paleontology and presumably their students acquired some inkling of the anomalies. | 13854 COSMIC HERETICS: PART 4: - Chapter 12: THE THIRD WORLD OF SCIENCE - |
| invited me to speak before their students, | 14069 COSMIC HERETICS: PART 4: - Chapter 12: THE THIRD WORLD OF SCIENCE - |
| I asked whether, if the French students had not rioted in May, | 14504 COSMIC HERETICS: PART 4: - Chapter 12: THE THIRD WORLD OF SCIENCE - |
| b) the hiring of Princeton graduate students to carry out library and or laboratory research under his direction. | 14577 COSMIC HERETICS: PART 4: - Chapter 12: THE THIRD WORLD OF SCIENCE - |
| clarity and orderly communication if our students were to adopt it in all manner of writing. | 15498 COSMIC HERETICS: PART 4: - Chapter 13: THE EMPIRE STRIKES BACK - |
| campaign; private letters. 56. Intimidation of students, | 15633 COSMIC HERETICS: PART 4: - Chapter 13: THE EMPIRE STRIKES BACK - |
| ability respected. Hess recommended that his students at Princeton read Earth in Upheaval, | 15808 COSMIC HERETICS: PART 4: - Chapter 13: THE EMPIRE STRIKES BACK - |
| the process, the public, science, and students will become better educated. | 15813 COSMIC HERETICS: PART 4: - Chapter 13: THE EMPIRE STRIKES BACK - |
| by scientists. Like the playboy college students who excused his poor grades on grounds that his college was anti-semitic and who persuaded his father that his nose, | 15910 COSMIC HERETICS: PART 4: - Chapter 13: THE EMPIRE STRIKES BACK - |
| to help friends, or to assist students and up-and-coming scholars to get ahead. | 16654 COSMIC HERETICS: PART 4: - Chapter 13: THE EMPIRE STRIKES BACK - |
| philosophy, etc. and whose attractiveness to students would have erected massive barriers against the anti-intellectual and book-condemning feelings rampant in student bodies everywhere. | 17717 COSMIC HERETICS: PART 5: - Chapter 15: THE KNOWLEDGE INDUSTRY - |
| talk at NYU drew hundreds of students and professors several years ago. | 17752 COSMIC HERETICS: PART 5: - Chapter 15: THE KNOWLEDGE INDUSTRY - |
| time on fifteen days, would allow students not-for-credit, | 17762 COSMIC HERETICS: PART 5: - Chapter 15: THE KNOWLEDGE INDUSTRY - |
| allow students not-for-credit, undergraduate students for four credits, | 17762 COSMIC HERETICS: PART 5: - Chapter 15: THE KNOWLEDGE INDUSTRY - |
| students for four credits, and graduate students for the same ( 4-credits). | 17762 COSMIC HERETICS: PART 5: - Chapter 15: THE KNOWLEDGE INDUSTRY - |
| amount to 1200 pages and graduate students would prepare a research paper. | 17763 COSMIC HERETICS: PART 5: - Chapter 15: THE KNOWLEDGE INDUSTRY - |
| expected that from 80 to 200 students can register for the Institute. | 17764 COSMIC HERETICS: PART 5: - Chapter 15: THE KNOWLEDGE INDUSTRY - |
| D' Achille, Burgstahler, Mavridis. With 100 students, | 17815 COSMIC HERETICS: PART 5: - Chapter 15: THE KNOWLEDGE INDUSTRY - |
| are required. If the number of students exceeds 100, | 17816 COSMIC HERETICS: PART 5: - Chapter 15: THE KNOWLEDGE INDUSTRY - |
| probable that we would have 80 students, | 17828 COSMIC HERETICS: PART 5: - Chapter 15: THE KNOWLEDGE INDUSTRY - |
| fees (less additional faculty costs) for students in excess of 100 in number be placed in a special project fund in the University for continuing study and development of materials in the subject-area. | 17830 COSMIC HERETICS: PART 5: - Chapter 15: THE KNOWLEDGE INDUSTRY - |
| all universities in America capture their students with "credit courses" and find "course anomalies" as distasteful as anomalies in science. | 17850 COSMIC HERETICS: PART 5: - Chapter 15: THE KNOWLEDGE INDUSTRY - |
| Fall of 1979 and significantly some students kept in touch with him afterwards, | 17856 COSMIC HERETICS: PART 5: - Chapter 15: THE KNOWLEDGE INDUSTRY - |
| the more than ordinary number of students there who had heard everything good about God and the Bible at home, | 17872 COSMIC HERETICS: PART 5: - Chapter 15: THE KNOWLEDGE INDUSTRY - |
| in 1965. One of Deg's students, | 18355 COSMIC HERETICS: PART 5: - Chapter 15: THE KNOWLEDGE INDUSTRY - |
| turned to several of his former students, | 18506 COSMIC HERETICS: PART 5: - Chapter 15: THE KNOWLEDGE INDUSTRY - |
| he did not "pal around" with students and varnish their wasting time. | 18523 COSMIC HERETICS: PART 5: - Chapter 15: THE KNOWLEDGE INDUSTRY - |
| the small number of scholars and students who are directly involved in research into quantavolution and catastrophe. | 18795 COSMIC HERETICS: PART 5: - Chapter 15: THE KNOWLEDGE INDUSTRY - |
| of a score, of experts and students to weight the validity and utility of the work. | 18811 COSMIC HERETICS: PART 5: - Chapter 15: THE KNOWLEDGE INDUSTRY - |
| for projects foundation support) 40,000 Students who can be put on projects (value of their work) 20 at 2, | 19759 COSMIC HERETICS: PART 5: - Chapter 16: PRECURSORS OF QUANTAVOLUTION - |
| impose upon from 10 to 1000 students a year one's viewpoints, | 19776 COSMIC HERETICS: PART 5: - Chapter 16: PRECURSORS OF QUANTAVOLUTION - |
| administered a little preference test to students and friends, | 20002 COSMIC HERETICS: PART 5: - Chapter 17: THE ADVANCEMENT OF SCIENCE - |
| on among hundreds and thousands of students --many of ripened age -- that cost their government and school systems and foundations nothing, | 20232 COSMIC HERETICS: PART 5: - Chapter 17: THE ADVANCEMENT OF SCIENCE - |
| which amount to compulsory subsidizing by students, | 20695 COSMIC HERETICS: PART 5: - Chapter 17: THE ADVANCEMENT OF SCIENCE - |
| feel the current's strength. Their students, " | 20934 COSMIC HERETICS: PART 5: - Chapter 17: THE ADVANCEMENT OF SCIENCE - |
| Däneken) or "life on other planets" students (Carl Sagan), | 21565 CHAOS AND CREATION: - - - INTRODUCTION : THE UNIFORMITIARIAN RESISTANCE |
| C. Archaeological science has taught its students for generations that the site of Troy, | 30128 CHAOS AND CREATION: - - CHAPTER 10: VENUS AND MARS : THE GREEK "DARK AGES" |
| the planet's solid mantle. Some students have guessed it might be the place from which cometary Venus was wrenched some thousands of years ago. | 30908 CHAOS AND CREATION: - - CHAPTER 12: VICTORY OF THE SUN : FOREBODINGS |
| also it has been surmised by students of the ozone (O3) constituent of the upper atmosphere that its destruction as a particle shield by aerosol discharges on Earth would engender high risks of biosphere damage 7 . | 33158 THE LATELY TORTURED EARTH: PART I: ATMOSPHERICS: Chapter 2 The Gaseous Complex - |
| pertain to shifting magnetic poles. Some students have supported the idea that hundreds of field reversals have taken place in the several billions of years allotted to the Earth's history. | 34327 THE LATELY TORTURED EARTH: PART I: ATMOSPHERICS: Chapter 4 Magnetism and Axial Tilts - |
| medium of passage. The most enthusiastic students of terrestrial magnetic changes are the exponents and developers of continental drift. | 34422 THE LATELY TORTURED EARTH: PART I: ATMOSPHERICS: Chapter 4 Magnetism and Axial Tilts - |
| present location northwest. A number of students believe such shift to have occurred at the "End of the Ice Ages." | 34738 THE LATELY TORTURED EARTH: PART I: ATMOSPHERICS: Chapter 4 Magnetism and Axial Tilts - |
| in ways mostly unknown 4 . Many students think that an abundance of negative ions in the atmosphere produces a sense of well-being, | 34938 THE LATELY TORTURED EARTH: PART I: ATMOSPHERICS: Chapter 5 Electricity - |
| even light meteoritic falls were ignored, students were denied the use of this marvelous theoretical construct in explaining what lay before their eyes. | 38550 THE LATELY TORTURED EARTH: PART II: EXOTERRESTRIAL DROPS: Chapter 11 Encounter and Collisions - |
| gods, Zeus-Jupiter-Marduk-Yahweb. Early students of Siberian geography, | 40003 THE LATELY TORTURED EARTH: PART III: HYDROLOGY: Chapter 14 Floods and Tides - |
| the attention of Raikes and other students of the destruction of proto-Indian civilization that their "uplifts" were part of world-wide catastrophe. | 44272 THE LATELY TORTURED EARTH: PART V: RIFTS, RAFTS AND BASINS: Chapter 21 Ocean Basins - |
| yet unpublished 17 : Two of my students collected undisturbed samples of a transition zone between a soil of less than 1 m thick and the underlying shale. | 46361 THE LATELY TORTURED EARTH: PART V: RIFTS, RAFTS AND BASINS: Chapter 25 Sediments - |
| Physics for Biology and Pre-Med Students (Saunders: | 59517 SOLARIA-BINARIA: - - - BIBILIOGRAPHY - |
| more firm if only a few students of anthropology, | 60537 HOMO SCHIZO I: - - - FOREWORD - |
| the global reconstitution of their mentation. Students have now shown that australopithecus was bipedal, | 64591 HOMO SCHIZO I: - - Chapter 4: THE GESTALT OF CREATION : BECOMING TWO-LEGGED |
| permeated the Victorian age). So the students referred to the peoples who were hunters and gatherers. | 65310 HOMO SCHIZO I: - - Chapter 5: CULTURAL REVOLUTION : PROTO-CULTURE |
| vast and ramified character of sublimation. Students of language, | 67151 HOMO SCHIZO I: - - Chapter 6: SCHIZOID INSTITUTIONS : SUBLIMATION |
| material on life careers that reveal students testing "normal" to be less subject to illnesses that are of psychosomatic origins 9 . | 69635 HOMO SCHIZO II: - - Chapter 1: THE NORMALLY INSANE : THE IDEAL PERSON |
| warn psychologists not to use their students as standards for psychological testing because they are skewed towards the schizoid. | 69909 HOMO SCHIZO II: - - Chapter 1: THE NORMALLY INSANE : THE HUMAN DISEASE |
| nature, as Bleuler and many other students have shown, | 70958 HOMO SCHIZO II: - - Chapter 2: THE SEARCH FOR LOST INSTINCT : THE SENSE OF "I AM" |
| fear that possesses mankind. EXISTENTIAL FEAR Students of fear in humans and animals are rarely satisfied by obvious causes; | 71005 HOMO SCHIZO II: - - Chapter 2: THE SEARCH FOR LOST INSTINCT : EXISTENTIAL FEAR |
| came along) was described by some students as feminine, | 72087 HOMO SCHIZO II: - - Chapter 3: BRAINWORK : THE LOCATION OF INSTINCT DELAY |
| follow for a considerable distance those students who have reduced brainwork to an immense computer, | 74555 HOMO SCHIZO II: - - Chapter 6: SYMBOLS AND SPEECH : THE STRUCTURE OF SPEAKING |
| experiment by Liam Hudson performed upon students of history and engineering involved interrupting their sleep upon observing signs of dreaming and asking them to report their dreams. | 75841 HOMO SCHIZO II: - - Chapter 7: THE GOOD, THE TRUE, AND THE BEAUTIFUL : THE COST OF LOSING MAGIC |
| inventions - there were, after all, engineering students who did recall their dreams. | 75860 HOMO SCHIZO II: - - Chapter 7: THE GOOD, THE TRUE, AND THE BEAUTIFUL : THE COST OF LOSING MAGIC |
| some). The question raised endlessly by students, " | 78218 THE DISASTROUS LOVE AFFAIR OF MOON AND MARS PART 2: GODS, PLANETS, MADNESS Chapter 6: THE RAPE OF HELEN : THE INDESTRUCTIBLE LADY HELEN |
| in the asteroidal belt and some students decided to call it "the Belt of Apollo." | 79986 THE DISASTROUS LOVE AFFAIR OF MOON AND MARS PART 2: GODS, PLANETS, MADNESS Chapter 8: THE TWO FACES OF LOVE : HOW TO NAME A PLANET? |
| by the ancient observers, by early students of the Deluge such as Whiston, | 82854 THE DISASTROUS LOVE AFFAIR OF MOON AND MARS PART 2: GODS, PLANETS, MADNESS Chapter 13: HOW THE GODS FLY : ELECTRO-MECHANICS OF THE GODS |
| sometimes forgotten in the haste of students to address the details of Exodus. | 86256 GODS FIRE: - - Chapter 2: THE SCENARIO OF EXODUS : HIGH-LEVEL NEGOTIATIONS |
| of a procession. All too many students have ceased their inquiries after making this observation 52 . | 88643 GODS FIRE: - - Chapter 4: THE ARK IN ACTION : THE ARK AT WORK |
| has quite baffled and embarrassed biblical students. | 88987 GODS FIRE: - - Chapter 4: THE ARK IN ACTION : THE ARK'S END |
| Egypt that surprises and puzzles many students. | 90736 GODS FIRE: - - Chapter 6: THE CHARISMA OF MOSES : CIRCUMCISION AND SPEECH PROBLEMS |
| a sacred written history. Luckily for students of ancient events, | 94964 GODS FIRE: - - - APPENDIX : THE LIMITS OF DISTORTION |
| Wirth used to remark to his students that "people differ in every way that they can." | 97056 THE DEVINE SUCCESSION PART 1: THEOMACHY Chapter 3: KNOWING THE GODS - |
| impossible feat of inculcating in their students an abundance of the best ways of doing things, | 99420 THE DEVINE SUCCESSION PART 2: THEOTROPY: Chapter 10: ETHICS AND THE SUPERNATURAL - |
| this hypocrisy? Are the schools and students, | 99430 THE DEVINE SUCCESSION PART 2: THEOTROPY: Chapter 10: ETHICS AND THE SUPERNATURAL - |
| quantavolution would only ask of its students that they exercise its hypotheses and evidence according to the current general methodology of science. | 100635 THE DEVINE SUCCESSION PART 2: THEOTROPY: Chapter 12: NEW PROOFS OF GOD - |
| number of Soviet, American, and Bulgarian students are delving into the area of the Black Sea, | 103954 THE BURNING OF TROY: PART 1: HISTORICAL DISTURBANCES: Chapter 5: THE CATASTROPHIC FINALE OF THE MIDDLE BRONZE AGE - |
| 365-day year is confirmed by students of other Near Eastern civilizations. | 104522 THE BURNING OF TROY: PART 1: HISTORICAL DISTURBANCES: Chapter 7: NINE SPHERES OF VENUSIAN EFFECTS - |
| Here we share problems with conventional students of Holocene geology: | 104582 THE BURNING OF TROY: PART 1: HISTORICAL DISTURBANCES: Chapter 7: NINE SPHERES OF VENUSIAN EFFECTS - |
| the other writers, teachers, scientists, and students of their cultures, | 108088 THE BURNING OF TROY: PART 3: WORKING OF THE MIND: Chapter 19: THE 'UNCONSCIOUS' AS A LITERARY REVOLT AGAINST SCIENCE : DETAILED EXPOSITION OF THE PROJECT |
| they may believe it harmful for students to hear one story in class and a second story at home or church, | 109188 THE BURNING OF TROY: PART 4: POLEMICS AND PERSONAGES: Chapter 23: RELIGION AND EDUCATION : I. QUANTAVOLUTION AND CREATION IN ARKANSAS |
| Stoicly he stood for the puzzled students to milk his patience. | 110007 THE BURNING OF TROY: PART 4: POLEMICS AND PERSONAGES: Chapter 26: EULOGIES TO THREE QUANTAVOLUTIONARIES : LIVIO CATULLUS STECCHINI |
| and greeted as authentic, hitherto silent students and advocates of the new science. | 110292 THE BURNING OF TROY: PART 4: POLEMICS AND PERSONAGES: Chapter 26: EULOGIES TO THREE QUANTAVOLUTIONARIES : IMMANUEL VELIKOVSKY 1895-1979 1 |
| case. Courses might be audited, where students are otherwise heavily occupied or cannot afford the cost of tuition. | 111497 THE BURNING OF TROY: PART 5: COMMUNICATING A SCIENTIFIC MODEL: Chapter 29: I.Q.: A UNIVERSITY PROGRAM : CURRICULUM |
| to the Bachelor's Degree. Furthermore, students already possessing the BA or other degrees might earn a Master's Degree in Quantavolution upon completion of ten courses and the presentation of an approved thesis. | 111504 THE BURNING OF TROY: PART 5: COMMUNICATING A SCIENTIFIC MODEL: Chapter 29: I.Q.: A UNIVERSITY PROGRAM : CURRICULUM |
| of the Institute of Quantavolution. For students having completed eight courses and approved by an ad hoc committee after oral interview. | 111584 THE BURNING OF TROY: PART 5: COMMUNICATING A SCIENTIFIC MODEL: Chapter 29: I.Q.: A UNIVERSITY PROGRAM : CURRICULUM |
| various locations that are accessible to students not living within reach of the primary instructor. | 111600 THE BURNING OF TROY: PART 5: COMMUNICATING A SCIENTIFIC MODEL: Chapter 29: I.Q.: A UNIVERSITY PROGRAM : INSTRUCTORS |
| be made in advance to provide students with appointments at mutually convenient places and times with a traveling instructor. | 111601 THE BURNING OF TROY: PART 5: COMMUNICATING A SCIENTIFIC MODEL: Chapter 29: I.Q.: A UNIVERSITY PROGRAM : INSTRUCTORS |
| can be made readily available for students anywhere in the world. | 111607 THE BURNING OF TROY: PART 5: COMMUNICATING A SCIENTIFIC MODEL: Chapter 29: I.Q.: A UNIVERSITY PROGRAM : INSTRUCTORS |
| network of communications among scholars and students, | 111686 THE BURNING OF TROY: PART 5: COMMUNICATING A SCIENTIFIC MODEL: Chapter 29: I.Q.: A UNIVERSITY PROGRAM : SUPPORT OF IQ |
| the program, to be sold to students and through a commercial or university publishing outlet. | 111692 THE BURNING OF TROY: PART 5: COMMUNICATING A SCIENTIFIC MODEL: Chapter 29: I.Q.: A UNIVERSITY PROGRAM : SUPPORT OF IQ |
| of the IQ group to attract students. | 111703 THE BURNING OF TROY: PART 5: COMMUNICATING A SCIENTIFIC MODEL: Chapter 29: I.Q.: A UNIVERSITY PROGRAM : SUPPORT OF IQ |
| from the standpoint of recruitment of students. | 111787 THE BURNING OF TROY: PART 5: COMMUNICATING A SCIENTIFIC MODEL: Chapter 29: I.Q.: A UNIVERSITY PROGRAM : FIRST STEPS |
| field is demonstrably appealing to serious students. | 111797 THE BURNING OF TROY: PART 5: COMMUNICATING A SCIENTIFIC MODEL: Chapter 29: I.Q.: A UNIVERSITY PROGRAM : BENEFITS |
| and extra-murally, with centers and students in various countries of the world. | 111814 THE BURNING OF TROY: PART 5: COMMUNICATING A SCIENTIFIC MODEL: Chapter 29: I.Q.: A UNIVERSITY PROGRAM : Notes (Chapter 29: I. Q.: A Unversity Program) |
| written for readers who are enthusiastic students of linguistics, | 112442 KA: - - - PREFACE - |
| Crosthwaite CHAPTER ONE AUGURY READERS and students of the literature and histories of the ancient Greeks and Romans are faced immediately with a paradox. | 112598 KA: - - Chapter 1: AUGURY - |
| cold 97 . They, and all serious students of the topic, | 131481 RECOLLECTIONS OF A FALLEN SKY - VELIKOVSKY AND CULTURAL AMNESIA : Chapter 5: SHAKESPEARE AND VELIKOVSKY : Catastrophic Theory and the Springs of Art |
| obeyed" was required for memorization before students could graduate from Oxford or Cambridge. | 132155 RECOLLECTIONS OF A FALLEN SKY - THE POLITICAL IMPLICATIONS OF EARLY 19TH CENTURY GEOLOGY Chapter 6: CATASTROPHISM AND UNIFORMITY : PART II: THE CAUSE |
| that elusive thing in which we students of literature are particularly interested, | 133199 RECOLLECTIONS OF A FALLEN SKY - VELIKOVSKY AND CULTURAL AMNESIA : APPENDIX I ABOUT THE AUTHORS : IRVING WOLFE |
| of my studies. In my day, students wandered as they did in the time of Goethe, | 133523 RECOLLECTIONS OF A FALLEN SKY - VELIKOVSKY AND CULTURAL AMNESIA : APPENDIX III ADDRESS TO THE CHANCELLOR'S DINNER - |
| University, scholars will flock here, and students will follow. | 133544 RECOLLECTIONS OF A FALLEN SKY - VELIKOVSKY AND CULTURAL AMNESIA : APPENDIX III ADDRESS TO THE CHANCELLOR'S DINNER - |
| University that government and fee- paying students could not accomplish. | 133547 RECOLLECTIONS OF A FALLEN SKY - VELIKOVSKY AND CULTURAL AMNESIA : APPENDIX III ADDRESS TO THE CHANCELLOR'S DINNER - |
| appeared repeatedly before the faculty and students of the geology department at Princeton University at the invitation of Prof. | 135304 THE VELIKOVSKY AFFAIR: PART 1: MINDS IN CHAOS - - - |
| recognized the importance of exposing his students to a dissenting view. | 135306 THE VELIKOVSKY AFFAIR: PART 1: MINDS IN CHAOS - - - |
| the general or the scientific press. Students and young professors are making known their desires to understand the implications Velikovsky's theories and of their non-reception by science. | 136159 THE VELIKOVSKY AFFAIR: PART 2: AFTERMATH TO EXPOSURE - - - |
| was fond of repeating to us students that the most important rule he had learned from the great Wilamowitz, | 137537 THE VELIKOVSKY AFFAIR: PART 4: CUNEIFORM ASTRONOMICAL RECORDS AND CELESTIAL INSTABILITY - - - |
| to answer to statements made by students of the Old Testament; | 137883 THE VELIKOVSKY AFFAIR: PART 4: CUNEIFORM ASTRONOMICAL RECORDS AND CELESTIAL INSTABILITY - - - |
| considering the revision of curriculum for students of the natural sciences. | 139035 THE VELIKOVSKY AFFAIR: PART 6: THE SCIENTIFIC RECEPTION SYSTEM - - - |
| expressed are not accepted by serious students of earth science. | 139183 THE VELIKOVSKY AFFAIR: PART 6: THE SCIENTIFIC RECEPTION SYSTEM - - - |
| of influence extends outward through former students, | 139566 THE VELIKOVSKY AFFAIR: PART 6: THE SCIENTIFIC RECEPTION SYSTEM - - - |
| occur through unmobilized elements - young, sceptical students (from time to time Velikovsky mentions the young as his justifiers) or dissident scientists or outside intellectuals. | 140026 THE VELIKOVSKY AFFAIR: PART 6: THE SCIENTIFIC RECEPTION SYSTEM - - - |