Derek

“Hence the problem was how to overcome not so much their conscience as the animal pity by which all normal men are affected in the presence of physical suffering. The trick used by Himmler--who apparently was rather strongly afflicted with these instinctive reactions himself--was very simple and probably very effective; it consisted in turning these instincts around, as it were, in directing them toward the self. So that instead of saying: What horrible things I did to people!, the murderers would be able to say: What horrible things I had to watch in the pursuance of my duties, how heavily the task weighed upon my shoulders!”
― Hannah Arendt, Eichmann in Jerusalem: A Report on the Banality of Evil

“Can’t machines build these faster?” he asked the woman, looking around the starship shell.“Why, of course!” she laughed.“Then why do you do it?”“It’s fun. You see one of these big mothers sail out those doors for the first time, heading for deep space, three hundred people on board, everything working, the Mind quite happy, and you think, I helped build that. The fact a machine could have done it faster doesn’t alter the fact that it was you who actually did it.”
“Hmm,” he said.
“Well, you may ‘hmm’ as you wish,” the woman said, approaching a translucent hologram of the half-completed ship, where a few other construction workers were standing, pointing inside the model and talking. “But have you ever been gliding or swum underwater?”
“Yes,” he agreed.
The woman shrugged. “Yet birds fly better than we do, and fish swim better. Do we stop gliding or swimming because of this?”
He smiled. “I suppose not.”
“You suppose correctly,” the woman said. “And why?” She looked at him, grinning. “Because it’s fun.”
― Iain M. Banks, Use of Weapons

“I am the Terrible Trivium, demon of petty tasks and worthless jobs, ogre of wasted effort, and monster of habit."
The Humbug dropped his needle and stared in disbelief while Milo and Tock began to back away slowly.
"Don't try to leave," he ordered, with a menacing sweep of his arm, "for there's so very much to do, and you still have over eight hundred years to go on the first job."
"But why do only unimportant things?" asked Milo, who suddenly remembered how much time he spent each day doing them.
"Think of all the trouble it saves," the man explained, and his face looked as if he'd be grinning an evil grin - if he could grin at all. "If you only do the easy and useless jobs, you'll never have to worry about the important ones which are so difficult. You just won't have the time. For there's always something to do to keep you from what you really should be doing, and if it weren't for that dreadful magic staff, you'd never know how much time you were wasting.”
― Norton Juster, The Phantom Tollbooth

“Every now and then, I'm lucky enough to teach a kindergarten or first-grade class. Many of these children are natural-born scientists -
although heavy on the wonder side, and light on skepticism. They're curious, intellectually vigorous. Provocative and insightful questions bubble out of them. They exhibit enormous enthusiasm. I'm asked follow-up questions. They've never heard of the notion of a 'dumb question'.
But when I talk to high school seniors, I find something different. They memorize 'facts'. By and large, though, the joy of discovery, the life behind those facts has gone out of them. They've lost much of the wonder and gained very little skepticism. They're worried about asking 'dumb' questions; they are willing to accept inadequate answers, they don't pose follow-up questions, the room is awash with sidelong glances to judge, second-by-second, the approval of their peers. They come to class with their questions written out on pieces of paper, which they surreptitiously examine, waiting their turn and oblivious of whatever discussion their peers are at this moment engaged in.
Something has happened between first and twelfth grade. And it's not just puberty. I'd guess that it's partly peer pressure not to excel - except in sports, partly that the society teaches short-term gratification, partly the impression that science or mathematics won't buy you a sports car, partly that so little is expected of students, and partly that there are few rewards or role-models for intelligent discussion of science and technology - or even for learning for it's own sake. Those few who remain interested are vilified as nerds or geeks or grinds. But there's something else. I find many adults are put off when young children pose scientific questions. 'Why is the Moon round?', the children ask. 'Why is grass green?', 'What is a dream?', 'How deep can you dig a hole?', 'When is the world's birthday?', 'Why do we have toes?'. Too many teachers and parents answer with irritation, or ridicule, or quickly move on to something else. 'What did you expect the Moon to be? Square?' Children soon recognize that somehow this kind of question annoys the grown-ups. A few more experiences like it, and another child has been lost to science.”
― Carl Sagan, The Demon-Haunted World: Science as a Candle in the Dark