„Where it is the chief aim to teach many things, little education is given or received.“

Fonte: Aphorisms and Reflections (1901), p. 232

Última atualização 4 de Junho de 2020. História

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G. K. Chesterton photo

„Education doesn’t have aims. It is the aim of other things.“

—  Andrew Abbott American sociologist and Professor of Sociology at the University of Chicago. 1948

Abott (2002) “Welcome to the University of Chicago http://www.ditext.com/abbott/abbott_aims.html Aims of Education Address. 2002

„Teaching, good teaching, is a remarkable gift which I highly revere. One of the saddest things that has happened to education, I feel, is the loss of respect and honor once given to educators as professionals…“

—  Belita Moreno American actress 1949

On growing up with a mother who was a teacher in “Belita -- Not ‘Benny’ – Moreno” http://latinola.com/story.php?story=8908 in ¡LatinoLA! (2010 Sep 12)

William James photo
Pliny the Younger photo

„They will by this means receive their education where they receive their birth, and be accustomed from their infancy to inhabit and affect their native soil.“

—  Pliny the Younger Roman writer 61 - 113

Letter 13, 9.
Letters, Book IV
Original: (la) Educentur hic qui hic nascuntur, statimque ab infantia natale solum amare frequentare consuescant.

Karl Kraus photo

„Education is what most people receive, many pass on, and few have.“

—  Karl Kraus Czech playwright and publicist 1874 - 1936

Half-Truths and One-And-A-Half Truths (1976)

Edwin Abbott Abbott photo

„About three hundred years ago, it was decreed by the Chief Circle that, since women are deficient in Reason but abundant in Emotion, they ought no longer to be treated as rational, nor receive any mental education.“

—  Edwin Abbott Abbott, livro Flatland

Fonte: Flatland: A Romance of Many Dimensions (1884), PART I: THIS WORLD, Chapter 12. Of the Doctrine of our Priests
Contexto: About three hundred years ago, it was decreed by the Chief Circle that, since women are deficient in Reason but abundant in Emotion, they ought no longer to be treated as rational, nor receive any mental education. The consequence was that they were no longer taught to read, nor even to master Arithmetic enough to enable them to count the angles of their husband or children; and hence they sensibly declined during each generation in intellectual power. And this system of female non-education or quietism still prevails.My fear is that, with the best intentions, this policy has been carried so far as to react injuriously on the Male Sex.For the consequence is that, as things now are, we Males have to lead a kind of bi-lingual, and I may almost say bi-mental, existence. With Women, we speak of "love", "duty", "right", "wrong", "pity", "hope", and other irrational and emotional conceptions, which have no existence, and the fiction of which has no object except to control feminine exuberances; but among ourselves, and in our books, we have an entirely different vocabulary and I may almost say, idiom. "Love" then becomes "the anticipation of benefits"; "duty" becomes "necessity" or "fitness"; and other words are correspondingly transmuted. Moreover, among Women, we use language implying the utmost deference for their Sex; and they fully believe that the Chief Circle Himself is not more devoutly adored by us than they are: but behind their backs they are both regarded and spoken of — by all except the very young — as being little better than "mindless organisms".

Thomas Carlyle photo

„The Working Man as yet sought only to know his craft; and educated himself sufficiently by ploughing and hammering, under the conditions given, and in fit relation to the persons given: a course of education, then as now and ever, really opulent in manful culture and instruction to him; teaching him many solid virtues, and most indubitably useful knowledges; developing in him valuable faculties not a few both to do and to endure,—among which the faculty of elaborate grammatical utterance, seeing he had so little of extraordinary to utter, or to learn from spoken or written utterances, was not bargained for; the grammar of Nature, which he learned from his mother, being still amply sufficient for him. This was, as it still is, the grand education of the Working Man. As for the Priest, though his trade was clearly of a reading and speaking nature, he knew also in those veracious times that grammar, if needful, was by no means the one thing needful, or the chief thing. By far the chief thing needful, and indeed the one thing then as now, was, That there should be in him the feeling and the practice of reverence to God and to men; that in his life's core there should dwell, spoken or silent, a ray of pious wisdom fit for illuminating dark human destinies;—not so much that he should possess the art of speech, as that he should have something to speak!“

—  Thomas Carlyle Scottish philosopher, satirical writer, essayist, historian and teacher 1795 - 1881

1850s, Latter-Day Pamphlets (1850), Stump Orator (May 1, 1850)

Herbert Spencer photo

„The great aim of education is not knowledge but action.“

—  Herbert Spencer English philosopher, biologist, sociologist, and prominent classical liberal political theorist 1820 - 1903

Greg Mortenson photo

„If you teach a boy, you educate an individual; but if you teach a girl, you educate a community.“

—  Greg Mortenson American mountaineer and humanitarian 1957

Fonte: Stones Into Schools: Promoting Peace With Books, Not Bombs, in Afghanistan and Pakistan

„Receiving education nurtures human wisdom.“

—  Husayn ibn Ali The grandson of Muhammad and the son of Ali ibn Abi Talib 626 - 680

Majlisi, Bihārul Anwār, vol.78, p. 128
Regarding Wisdom

Henry Adams photo
Robert Maynard Hutchins photo
Simone Weil photo

„The most important part of education — to teach the meaning of to know“

—  Simone Weil French philosopher, Christian mystic, and social activist 1909 - 1943

in the scientific sense
The last statement in her notebook
Waiting on God (1950)

Abraham Maslow photo

„One of the goals of education should be to teach that life is precious.“

—  Abraham Maslow, livro Motivation and Personality

Fonte: Motivation and Personality (1954), p. 255.

Joseph Campbell photo
Keshub Chunder Sen photo

„Education is the chief remedy for all those great evils which afflict the country. Education will not only cultivate and improve the intellect of the nation, but will also purify its character.“

—  Keshub Chunder Sen Indian academic 1838 - 1884

Speech delivered at the Metropolitan Tabernacle, Newington Butts, London on 24th May 1870. See Education in India for major portion of the speech.

Frédéric Bastiat photo

„The most urgent necessity is, not that the State should teach, but that it should allow education. All monopolies are detestable, but the worst of all is the monopoly of education.“

—  Frédéric Bastiat French classical liberal theorist, political economist, and member of the French assembly 1801 - 1850

Le plus pressé, ce n'est pas que l'État enseigne, mais qu'il laisse enseigner. Tous les monopoles sont détestables, mais le pire de tous, c'est le monopole de l'enseignement.
In 'Cursed Money!', final thought.
Fonte: What Is Money?