Object Of Education Quotes

The object of education is to teach us to love what is beautiful.

A primary object should be the education of our youth in the science of government. In a republic, what species of knowledge can be equally important? And what duty more pressing than communicating it to those who are to be the future guardians of the liberties of the country?

Socialism, like the ancient ideas from which it springs, confuses the distinction between government and society. As a result of this, every time we object to a thing being done by government, the socialists conclude that we object to its being done at all. We disapprove of state education. Then the socialists say that we are opposed to any education. We object to a state religion. Then the socialists say that we want no religion at all. We object to a state-enforced equality. Then they say that we are against equality. And so on, and so on. It is as if the socialists were to accuse us of not wanting persons to eat because we do not want the state to raise grain.

We must remember that intelligence is not enough. Intelligence plus character-that is the goal of true education. The complete education gives one not only power of concentration, but worthy objectives upon which to concentrate.

The object of education is to prepare the young to educate themselves throughout their lives.

Sir Edwin Chadwick (1800-1890) was an England reformer. His words are true and relevant in 2025. He said, “There is a moral as well as an intellectual objection to the custom, frequent in these times, of making education consist in a mere smattering of twenty different things, instead of in the mastery of five or six.

Poetry is frequently introduced as an object of dissection rather than an experience of encounter. Students are trained to hunt for metaphors, symbols, and devices before they are allowed to feel the poem. This premature intellectualisation breeds anxiety rather than appreciation.

The entire object of true education is to make people not merely do the right things, but enjoy the right things — not merely industrious, but to love industry — not merely learned, but to love knowledge — not merely pure, but to love purity — not merely just, but to hunger and thirst after justice.

...my object is to show that the chief function of the child--his business in the world during the first six or seven years of his life--is to find out all he can, about whatever comes under his notice, by means of his five senses...

Philosophy is the toil which can never tire persons engaged in it. All ways are strewn with roses, and the farther you go, the more enchanting objects appear before you and invite you on.

Promote, then, as an object of primary importance, institutions for the general diffusion of knowledge. In proportion as the structure of a government gives force to public opinion, it is essential that public opinion should be enlightened.

The object of education ought not to be to make all men think alike, but to make each think in the way which is the fullest expression of his own.

The green thumb is equable in the face of nature's uncertainties; he moves among her mysteries without feeling the need for control or explanations or once-and-for-all solutions. To garden well is to be happy amid the babble of the objective world, untroubled by its refusal to be reduced by our ideas of it, its indomitable rankness.

Being frozen into the passive position of an object whose very existence depends on the eye of its beholder turn the educated modern Western women into a harem slave.

Of all the female sins, hunger is the least forgivable; hunger for anything, for food, sex, power, education, even love. If we have desires, we are expected to conceal them, to control them, to keep ourselves in check. We are supposed to be objects of desire, not desiring beings.

If little else, the brain is an educational toy. The problem with possessing such an engaging toy is that other people want to play with it, too. Sometime they'd rather play with yours than theirs. Or they object if you play with yours in a different manner from the way they play with theirs. The result is, a few games out of a toy department of possibilities are universally and endlessly repeated. If you don't play some people's game, they say that you have "lost your marbles," not recognizing that, while Chinese checkers is indeed a fine pastime, a person may also play dominoes, chess, strip poker, tiddlywinks, drop-the-soap or Russian roulette with his brain.

Thus I must contradict you when you go on to argue that men are completely unable to do without the consolation of the religious illusion, that without it they could not bear the troubles of life and the cruelties of reality. That is true, certainly, of the men into whom you have instilled the sweet -- or bitter-sweet -- poison from childhood onwards. But what of the other men, who have been sensibly brought up? Perhaps those who do not suffer from the neurosis will need no intoxicant to deaden it. They will, it is true, find themselves in a difficult situation. They will have to admit to themselves the full extent of their helplessness and their insignificance in the machinery of the universe; they can no longer be the centre of creation, no longer the object of tender care on the part of a beneficent Providence. They will be in the same position as a child who has left the parental house where he was so warm and comfortable. But surely infantilism is destined to be surmounted. Men cannot remain children for ever; they must in the end go out into 'hostile life'. We may call this 'education to reality. Need I confess to you that the whole purpose of my book is to point out the necessity for this forward step?

The more I read, the more I was led to abhor and detest my enslavers. I could regard them in no other light than a band of successful robbers, who had left their homes, and gone to Africa, and stolen us from our homes, and in a strange land reduced us to slavery. I loathed them as being the meanest as well as the most wicked of men. As I read and contemplated the subject, behold! that very discontentment which Master Hugh had predicted would follow my learning to read had already come, to torment and sting my soul to unutterable anguish. As I writhed under it, I would at times feel that learning to read had been a curse rather than a blessing. It had given me a view of my wretched condition, without the remedy. it opened my eyes to the horrible pit, but to no ladder upon which to get out. in moments of agony, I envied my fellow-slaves for their stupidity. I have often wished myself a beast. I preferred the condition of the meanest reptile to my own. Any thing, no matter what, to get rid of thinking! It was this everlasting thinking of my condition that tormented me. There was no getting rid of it. It was pressed upon me by every object within sight or hearing, animate or inanimate. The silver trump of freedom had roused my soul to eternal wakefulness. Freedom now appeared, to disappear no more forever. It was heard in every sound and seen in every thing. It was ever present to torment me with a sense of my wretched condition. I saw nothing without seeing it, I heard nothing without hearing it, and felt nothing without feeling it. It looked from every star, it smiled in every calm, breathed in every wind, and moved in every storm.

The great secret of education is to direct vanity to proper objects.

In the candle's flickering light, the library's thousands of books emerged from the shadows, and for a moment Nicholas could not help admiring them again. During free time he had almost never looked up from the pages he was reading, but now he saw the books anew, from without rather than from within, and was reminded of how beautiful they were simply as objects. The geometrical wonder of them all, each book on its own and all the books together, row upon row, the infinite patterns and possibilities they presented. They were truly lovely.

Teachers dread nothing so much as unusual characteristics in precocious boys during the initial stages of their adolescence. A certain streak of genius makes an ominous impression on them, for there exists a deep gulf between genius and the teaching profession. Anyone with a touch of genius seems to his teachers a freak from the very first. As far as teachers are concerned, they define young geniuses as those who are bad, disrespectful, smoke at fourteen, fall in love at fifteen, can be found at sixteen hanging out in bars, read forbidden books, write scandalous essays, occasionally stare down a teacher in class, are marked in the attendance book as rebels, and are budding candidates for room-arrest. A schoolmaster will prefer to have a couple of dumbheads in his class than a single genius, and if you regard it objectively, he is of course right. His task is not to produce extravagant intellects but good Latinists, arithmeticians and sober decent folk. The question of who suffers more acutely at the other's hands - the teacher at the boy's, or vice versa - who is more of a tyrant, more of a tormentor, and who profanes parts of the other's soul, student or teacher, is something you cannot examine without remembering your own youth in anger and shame. yet that's not what concerns us here. We have the consolation that among true geniuses the wounds almost always heal. As their personalities develop, they create their art in spite of school. Once dead, and enveloped by the comfortable nimbus of remoteness, they are paraded by the schoolmasters before other generations of students as showpieces and noble examples. Thus the struggle between rule and spirit repeats itself year after year from school to school. The authorities go to infinite pains to nip the few profound or more valuable intellects in the bud. And time and again the ones who are detested by their teachers are frequently punished, the runaways and those expelled, are the ones who afterwards add to society's treasure. But some - and who knows how many? - waste away quiet obstinacy and finally go under.

The only foundation for a useful education in a republic is to be laid in religion. Without this there can be no virtue, and without virtue there can be no liberty; and liberty is the object and life of all republican governments....We waste so much time and money in punishing crimes, and take so little pains to prevent them. We profess to be republicans, and yet we neglect the only means of establishing and perpetuating our republican forms of government, that is, the universal education of our youth in the principles of Christianity, by means of the Bible; for this divine book, above all others favors that equality among mankind, that respect for just laws.

Many scholars forget, it seems to me, that our enjoyment of the great works of literature depends more upon the depth of our sympathy than upon our understanding. The trouble is that very few of their laborious explanations stick in the memory. The mind drops them as a branch drops its overripe fruit. ... Again and again I ask impatiently, "Why concern myself with these explanations and hypotheses?" They fly hither and thither in my thought like blind birds beating the air with ineffectual wings. I do not mean to object to a thorough knowledge of the famous works we read. I object only to the interminable comments and bewildering criticisms that teach but one thing: there are as many opinions as there are men.

Without thinking highly either of men or of matrimony, marriage had always been her object; it was the only honourable provision for well-educated young women of small fortune, and however uncertain of giving happiness, must be their pleasantest preservative from want.

Coincidences, in general, are great stumbling-blocks in the way of that class of thinkers who have been educated to know nothing of the theory of probabilities---that theory to which the most glorious objects of human research are indebted for the most glorious of illustration.

So, is there energy enough for all? Yes. Is there food enough for all? Yes. Is there housing enough for all? There could be, there is no real problem there. Same for clothing. Is there health care enough for all? Not yet, but there could be; it’s a matter of training people and making small technological objects, there is no planetary constraint on that one. Same with education. So all the necessities for a good life are abundant enough that everyone alive could have them. Food, water, shelter, clothing, health care, education

One merely had the feeling that the disease had exhausted itself, or perhaps that it was retiring after achieving all of its objectives.

Education has for its object the formation of character.

Boys often need us to give them more time than girls need, and they often need us to connect their feelings to objects in the outside world.

Was there ever a true great love? Anyone who became the object of my obsession and not simply my affections? I honestly don't think so. In part, this was my fault. It was my nature, I suppose. I could not let myself be that unmindful. Isn't that what love is-losing your mind? You don't care what people think. You don't see your beloved's fault, the slight stinginess, the bit of carelessness, the occasional streak of meanness. You don't mind that he's beneath you socially, educationally, financially, and morally-that's the worst I think, deficient morals. I always minded. I was always cautious of what could go wrong, what was already "not ideal". I paid attention to divorce rates. I ask you this: What's the chance of finding a lasting marriage? Twenty percent? Ten? Did I know any woman who escaped having her heart crushed like a recyclable can? Not a one. From what I have observed, when the anesthesia of love wears off, there is always the pain of consequences. You don't have to be stupid to marry the wrong man.

Hold childhood in reverence, and do not be in any hurry to judge it for good or ill. Leave exceptional cases to show themselves, let their qualities be tested and confirmed, before special methods are adopted. Give nature time to work before you take over her business, lest you interfere with her dealings. You assert that you know the value of time and are afraid to waste it. You fail to perceive that it is a greater waste of time to use it ill than to do nothing, and that a child ill taught is further from virtue than a child who has learnt nothing at all. You are afraid to see him spending his early years doing nothing. What! is it nothing to be happy, nothing to run and jump all day? He will never be so busy again all his life long. Plato, in his Republic, which is considered so stern, teaches the children only through festivals, games, songs, and amusements. It seems as if he had accomplished his purpose when he had taught them to be happy; and Seneca, speaking of the Roman lads in olden days, says, "They were always on their feet, they were never taught anything which kept them sitting." Were they any the worse for it in manhood? Do not be afraid, therefore, of this so-called idleness. What would you think of a man who refused to sleep lest he should waste part of his life? You would say, "He is mad; he is not enjoying his life, he is robbing himself of part of it; to avoid sleep he is hastening his death." Remember that these two cases are alike, and that childhood is the sleep of reason. The apparent ease with which children learn is their ruin. You fail to see that this very facility proves that they are not learning. Their shining, polished brain reflects, as in a mirror, the things you show them, but nothing sinks in. The child remembers the words and the ideas are reflected back; his hearers understand them, but to him they are meaningless. Although memory and reason are wholly different faculties, the one does not really develop apart from the other. Before the age of reason the child receives images, not ideas; and there is this difference between them: images are merely the pictures of external objects, while ideas are notions about those objects determined by their relations.

I recall how miserable I was, and how one day you brought me to a realization of my miserable state. I was preparing to deliver a eulogy upon the emperor in which I would tell plenty of lies with the object of winning favor with the well-informed by my lying; so my heart was panting with anxiety and seething with feverish, corruptive thoughts. As I passed through a certain district in Milan I noticed a poor beggar, drunk, as I believe, and making merry. I groaned and pointed out to the friends who were with me how many hardships our idiotic enterprises entailed. Goaded by greed, I was dragging my load of unhappiness along, and feeling it all the heavier for being dragged. Yet while all our efforts were directed solely to the attainment of unclouded joy, it appeared that this beggar had already beaten us to the goal, a goal which we would perhaps never reach ourselves. With the help of the few paltry coins he had collected by begging this man was enjoying the temporal happiness for which I strove by so bitter, devious and roundabout a contrivance. His joy was no true joy, to be sure, but what I was seeking in my ambition was a joy far more unreal; and he was undeniably happy while I was full of foreboding; he was carefree, I apprehensive. If anyone had questioned me as to whether I would rather be exhilarated or afraid, I would of course have replied, "Exhilarated"; but if the questioner had pressed me further, asking whether I preferred to be like the beggar, or to be as I was then, I would have chosen to be myself, laden with anxieties and fears. Surely that would have been no right choice, but a perverse one? I could not have preferred my condition to his on the grounds that I was better educated, because that fact was not for me a source of joy but only the means by which I sought to curry favor with human beings: I was not aiming to teach them but only to win their favor.

Naturally, the educated man does not believe in propa­ganda; he shrugs and is convinced that propaganda has no effect on him. This is, in fact, one of his great weaknesses, and propa­gandists are well aware that in order to reach someone, one must first convince him that propaganda is ineffectual and not very clever. Because he is convinced of his own superiority, the intellectual is much more vulnerable than anybody else to this maneu­ver, even though basically a high intelligence, a broad culture, a constant exercise of the critical faculties, and full and objective information are still the best weapons against propaganda.

Private capital tends to become concentrated in few hands, partly because of competition among the capitalists, and partly because technological development and the increasing division of labor encourage the formation of larger units of production at the expense of smaller ones. The result of these developments is an oligarchy of private capital the enormous power of which cannot be effectively checked even by a democratically organized political society. This is true since the members of legislative bodies are selected by political parties, largely financed or otherwise influenced by private capitalists who, for all practical purposes, separate the electorate from the legislature. The consequence is that the representatives of the people do not in fact sufficiently protect the interests of the underprivileged sections of the population. Moreover, under existing conditions, private capitalists inevitably control, directly or indirectly, the main sources of information (press, radio, education). It is thus extremely difficult, and indeed in most cases quite impossible, for the individual citizen to come to objective conclusions and to make intelligent use of his political rights.

But before a computer became an inanimate object, and before Mission Control landed in Houston; before Sputnik changed the course of history, and before the NACA became NASA; before the Supreme Court case Brown v. Board of Education of Topeka established that separate was in fact not equal, and before the poetry of Martin Luther King Jr.’s “I Have a Dream” speech rang out over the steps of the Lincoln Memorial, Langley’s West Computers were helping America dominate aeronautics, space research, and computer technology, carving out a place for themselves as female mathematicians who were also black, black mathematicians who were also female.

A cultivated mind—I do not mean that of a philosopher, but any mind to which the fountains of knowledge have been opened, and which has been taught, in any tolerable degree, to exercise its faculties—finds sources of inexhaustible interest in all that surrounds it: in the objects of nature, the achievements of art, the imaginations of poetry, the incidents of history, the ways of mankind, past and present, and their prospects in the future.

The way our group or class does things tends to determine the proper objects of attention, and thus to prescribe the directions and limits of observation and memory. What is strange or foreign (that is to say outside the activities of the groups) tends to be morally forbidden and intellectually suspect.

Education should have two objects: first, to give definite knowledge—reading and writing, languages and mathematics, and so on; secondly, to create those mental habits which will enable people to acquire knowledge and form sound judgments for themselves.

Property taxes' rank right up there with 'income taxes' in terms of immorality and destructiveness. Where 'income taxes' are simply slavery using different words, 'property taxes' are just a Mafia turf racket using different words. For the former, if you earn a living on the gang's turf, they extort you. For the latter, if you own property in their territory, they extort you. The fact that most people still imagine both to be legitimate and acceptable shows just how powerful authoritarian indoctrination is. Meanwhile, even a brief objective examination of the concepts should make anyone see the lunacy of it. 'Wait, so every time I produce anything or trade with anyone, I have to give a cut to the local crime lord??' 'Wait, so I have to keep paying every year, for the privilege of keeping the property I already finished paying for??' And not only do most people not make such obvious observations, but if they hear someone else pointing out such things, the well-trained Stockholm Syndrome slaves usually make arguments condoning their own victimization. Thus is the power of the mind control that comes from repeated exposure to BS political mythology and propaganda.

Depression is now ten times as prevalent as it was in 1960, and it strikes at a much younger age. The mean age of a person’s first episode of depression forty years ago was 29.5, while today it is 14.5 years. This is a paradox, since every objective indicator of well-being—purchasing power, amount of education, availability of music, and nutrition—has been going north, while every indicator of subjective well-being has been going south. How is this epidemic to be explained?

Persons without education certainly do not want [lack] either acuteness or strength of mind in what concerns themselves, or in things immediately within their observation; but they have no power of abstraction--they see their objects always near, never in the horizon.

The object of education is not to fill a man's mind with facts; it is to teach him how to use his mind in thinking. And it often happens that a man can think better if he is not hampered by the knowledge of the past.

The only foundation for a useful education in a republic is to be laid in religion. Without it there can be no virtue, and without virtue there can be no liberty, and liberty is the object of all republican governments.

The framers of our Constitution firmly believed that a republican government could not endure without intelligence and education generally diffused among the people. The Father of his Country, in his Farewell Address, uses this language: Promote, then, as an object of primary importance, institutions for the general diffusion of knowledge. In proportion as the structure of a government gives force to public opinion, it is essential that public opinion should be enlightened.

The object of art is to enhance the beauty, imaginations and joy of life.

الهدف من الدراسةالتعلم, وليس الحصول على ومعدل عالي! فعندما تجعل غايتك الأولى,ستحصل على الثانية.وعندما تجعل غايتك الثانية,ستصعب عليك الأولى.

Whole object of intellectual education is formation of logical disposition

If someone has not learned to stop and admire something beautiful, we should not be surprised if he or she treats everything as an object to be used and abused without scruple. If we want to bring about deep change, we need to realize that certain mindsets really do influence our behaviour. Our efforts at education will be inadequate and ineffectual unless we strive to promote a new way of thinking about human beings, life, society and our relationship with nature. Otherwise, the paradigm of consumerism will continue to advance, with the help of the media and the highly effective workings of the market.

The third duty of a teacher is that he should not withhold from his students any advice. After he finishes the outward sciences, he should teach them the inward sciences. He should tell them that the object of education is to gain nearness of God, not power or richness and that God created ambition as a means of perpetuating knowledge which is essential for these sciences.

They were married before they were friends, which is another way of saying: Their marriage was the occasion of their friendship. They were married before they noticed many small differences in background, aspiration, education, ambition. (...) Noting such differences, Leah was in some sense disappointed in herself that they did not cause real conflict between them. It was hard to get used to the fact that the pleasure her body found in his, and vice versa, should so easily overrule the many objections she had, or should have had, or thought she should have had.

The relatively new trouble with mass society is perhaps even more serious, but not because of the masses themselves, but because this society is essentially a consumers’ society where leisure time is used no longer for self-perfection or acquisition of more social status, but for more and more consumption and more and more entertainment…To believe that such a society will become more “cultured” as time goes on and education has done its work, is, I think, a fatal mistake. The point is that a consumers’ society cannot possibly know how to take care of a world and the things which belong exclusively to the space of worldly appearances, because its central attitude toward all objects, the attitude of consumption, spells ruin to everything it touches.

...the deliberate application of the techniques of theater to politics, religion, education, literature, commerce, warfare, crime, everything, has converted them into branches of show business, where the overriding objective is getting and satisfying an audience.

The sole object of Logic is the guidance of one's own thoughts: the communication of those thoughts to others falls under the consideration of Rhetoric, in the large sense in which that art was conceived by the ancients; or of the still more extensive art of Education.

Remember, our goal is education and understanding. It’s not to win an argument. Our job is to help blind people see. When someone brings up a negative question or if they offer you an objection, all they are really doing is helping you to identify one of their blind spots.

If someone is badly hurt at some point in life—traumatized—the dominance counter can transform in a manner that makes additional hurt more rather than less likely. This often happens in the case of people, now adults, who were viciously bullied during childhood or adolescence. They become anxious and easily upset. They shield themselves with a defensive crouch, and avoid the direct eye contact interpretable as a dominance challenge. This means that the damage caused by the bullying (the lowering of status and confidence) can continue, even after the bullying has ended.25 In the simplest of cases, the formerly lowly persons have matured and moved to new and more successful places in their lives. But they don’t fully notice. Their now-counterproductive physiological adaptations to earlier reality remain, and they are more stressed and uncertain than is necessary. In more complex cases, a habitual assumption of subordination renders the person more stressed and uncertain than necessary, and their habitually submissive posturing continues to attract genuine negative attention from one or more of the fewer and generally less successful bullies still extant in the adult world. In such situations, the psychological consequence of the previous bullying increases the likelihood of continued bullying in the present (even though, strictly speaking, it wouldn’t have to, because of maturation, or geographical relocation, or continued education, or improvement in objective status).

They warn that any effort to put two objects in the same place at the same time will have catastrophic consequences. When you think about it, a lot of fundamental physics is the solemn statement of the absurdly obvious. Any drunk who has tried to put his car where a lamppost stands is a self-educated physicist.

Think of a world of people born blind who, therefore, know only those objects and relations that exist through the sense of touch. Go among them, and speak to them of colors and the other relations that exist only through light and for the sense of sight. You will convey nothing to their minds, and this will be the more fortunate if they tell you so, for you will then quickly notice your mistake and, if unable to open their eyes, you will cease talking in vain . . . .

Any situation in which some individuals prevent others from engaging in the process of inquiry is one of violence. The means used are not important; to alienate human beings from their own decision-making is to change them into objects.

We disapprove of state education. Than the socialists say that we are opposed to any education. We object to a state religion. Than the socialists say that we don't want an religion at all. We object to a state-enforced equality. Than they say that we are against equality. And so on, and so on. It is as if the socialists were to accuse us of not wanting persons to eat because we do not want the state to raise grain.

I often wonder whether or not education is fulfilling its purpose. A great majority of the so-called education people do not think logically and scientifically. Even the press, the classroom, the platform, and the pulpit in many instances do not give us objective and unbiased truths. To save man from the morass of propaganda, in my opinion, is one of the chief aims of education. Education must enable one to sift and weigh evidence, to discern the true from the false, the real from the unreal, and the facts from fiction.

The desire to make art begins early. Among the very young this is encouraged (or at least indulged as harmless) but the push toward a 'serious' education soon exacts a heavy toll on dreams and fantasies....Yet for some the desire persists, and sooner or later must be addressed. And with good reason: your desire to make art -- beautiful or meaningful or emotive art -- is integral to your sense of who you are. Life and Art, once entwined, can quickly become inseparable; at age ninety Frank Lloyd Wright was still designing, Imogen Cunningham still photographing, Stravinsky still composing, Picasso still painting. But if making art gives substance to your sense of self, the corresponding fear is that you're not up to the task -- that you can't do it, or can't do it well, or can't do it again; or that you're not a real artist, or not a good artist, or have no talent, or have nothing to say. The line between the artist and his/her work is a fine one at best, and for the artist it feels (quite naturally) like there is no such line. Making art can feel dangerous and revealing. Making art is dangerous and revealing. Making art precipitates self-doubt, stirring deep waters that lay between what you know you should be, and what you fear you might be. For many people, that alone is enough to prevent their ever getting started at all -- and for those who do, trouble isn't long in coming. Doubts, in fact, soon rise in swarms: "I am not an artist -- I am a phony. I have nothing worth saying. I'm not sure what I'm doing. Other people are better than I am. I'm only a [student/physicist/mother/whatever]. I've never had a real exhibit. No one understands my work. No one likes my work. I'm no good. Yet viewed objectively, these fears obviously have less to do with art than they do with the artist. And even less to do with the individual artworks. After all, in making art you bring your highest skills to bear upon the materials and ideas you most care about. Art is a high calling -- fears are coincidental. Coincidental, sneaky and disruptive, we might add, disguising themselves variously as laziness, resistance to deadlines, irritation with materials or surroundings, distraction over the achievements of others -- indeed anything that keeps you from giving your work your best shot. What separates artists from ex-artists is that those who challenge their fears, continue; those who don't, quit. Each step in the artmaking process puts that issue to the test.

Every living object has to change every moment just to live.

Character is the main object for education,

I've realised that the most diverse academic disciplines are not really incompatible but are rather harmonious.

The computer is usually seen as a solely beneficial invention, which liberates human fantasy and facilitates efficient design work. I wish to express my serious concern in this respect, at least considering the current role of the computer in education and the design process. Computer imaging tends to flatten our magnificent, multi-sensory, simultaneous and synchronic capacities of imagination by turning the design process into a passive visual manipulation, a retinal journey. The computer creates a distance between the maker and the object, whereas drawing by hand as well as working with models put the designer in a haptic contact with the object, or space. In our imagination, the object is simultaneously held in the hand and inside the head, and the imagined and projected physical image is modelled by our embodied imagination. We are inside and outside of the conceived object at the same time.

Everyone’s talking about the death and disappearance of the book as a format and an object. I don’t think that will happen. I think whatever happens, we have to figure out a way to protect our imaginations. Stories and poetry do that. You need a language in this world. People want words, they want to hear their situation in language, and find a way to talk about it. It allows you to find a language to talk about your own pain. If you give kids a language, they can use it. I think that’s what these educators fear. If you really educate these kids, they aren’t going to punch you in the face, they are going to challenge you with your own language.

The primary purposes of the political pamphlets of the early 1700s were neither to enlighten nor educate the masses, but to incite partisan conversation and spread commensurate ideas . . . Facts were not permitted to fetter the views they espoused, and the restraints of objective journalistic credibility were discarded by pamphleteers bent on promoting subjective slant to an insatiable general public for whom political dissonance was an integral part of social interaction.

In object lessons in elementary education and in laboratory instruction in higher education, the subject is often so treated that the student fails to "see the forest on account of the trees.

To say that the humanities can be a path to truth itself is to challenge one of our most closely held beliefs. We live not only in a scientific world, but also in a scientistic one: a world that thinks that science - empirical, objective, quantifiable - is the exclusive form of knowledge, and that other methods of inquiry are valid only insofar as they approximate its methods. But the humanities and science face in opposite directions. They don't just work in different ways; they work on different things.

Children have an elemental hunger for knowledge and understanding, for mental food and stimulation. They do not need to be told or “motivated” to explore or play, for play, like all creative or proto-creative activities, is deeply pleasurable in itself. Both the innovative and the imitative impulses come together in pretend play, often using toys or dolls or miniature replicas of real-world objects to act out new scenarios or rehearse and replay old ones. Children are drawn to narrative, not only soliciting and enjoying stories from others, but creating them themselves. Storytelling and mythmaking are primary human activities, a fundamental way of making sense of our world. Intelligence, imagination, talent, and creativity will get nowhere without a basis of knowledge and skills, and for this education must be sufficiently structured and focused. But an education too rigid, too formulaic, too lacking in narrative, may kill the once-active, inquisitive mind of a child. Education has to achieve a balance between structure and freedom, and each child’s needs may be extremely variable.

We inculcate in our children the sensibilities of raccoons, a fascination with shiny objects and an appetite for garbage, and then carp about 'the texting generation' as if thirteen- and fourteen-year-olds who couldn't boil an egg are capable of creating a culture. They grow on what we feed them. It has never been otherwise. The only thing that changes is the food.

It is easy to think that the Church has a lot of different objects—education, building, missions, holding services. Just as it is easy to think the State has a lot of different objects—military, political, economic, and what not. But in a way things are much simpler than that. The State exists simply to promote and to protect the ordinary happiness of human beings in this life. A husband and wife chatting over a fire, a couple of friends having a game of darts in a pub, a man reading a book in his own room or digging in his own garden—that is what the State is there for. And unless they are helping to increase and prolong and protect such moments, all the laws, parliaments, armies, courts, police, economics, etc., are simply a waste of time. In the same way the Church exists for nothing else but to draw men into Christ, to make them little Christs. If they are not doing that, all the cathedrals, clergy, missions, sermons, even the Bible itself, are simply a waste of time.

Freud never questioned the powerful participation of objective realities in the very constitution of human experience. Love, as he put it late in life, seeks objects. So does hatred. And those objects are external, not internal, agents of experience.

We are told about the world before we see it. We imagine most things before we experience them. And those preconceptions, unless education has made us acutely aware, govern deeply the whole process of perception. They mark out certain objects as familiar or strange, emphasizing the difference, so that the slightly familiar is seen as very familiar, and the somewhat strange as sharply alien. They

The real human division is this: the luminous and the shady. To diminish the number of the shady, to augment the number of the luminous,—that is the object. That is why we cry: Education! science! To teach reading, means to light the fire; every syllable spelled out sparkles.

Coincidences, in general, are great stumbling-blocks in the way of that class of thinkers who have been educated to know nothing of the theory of probabilities, that theory to which the most glorious objects of human research are indebted for the most glorious of illustration.

Now each man judges well the things he knows, and of these he is a good judge. And so the man who has been educated in a subject is a good judge of that subject, and the man who has received an all-round education is a good judge in general. Hence a young man is not a proper hearer of lectures on political science; for he is inexperienced in the actions that occur in life, but its discussions start from these and are about these; and, further, since he tends to follow his passions, his study will be vain and unprofitable, because the end aimed at is not knowledge but action. And it makes no difference whether he is young in years or youthful in character; the defect does not depend on time, but on his living, and pursuing each successive object, as passion directs. For to such persons, as to the incontinent, knowledge brings no profit; but to those who desire and act in accordance with a rational principle knowledge about such matters will be of great benefit.

Creative business seminar. Basically a quick, impromptu brainwashing course to educate your typical corporate warriors. They use a training manual instead of sacred scriptures, with promotion and a high salary as their equivalent of enlightenment and paradise. A new religion for a pragmatic age. No transcendent elements like in a religion, though, and everything is theorized and digitalized. Very transparent and easy to grasp. And quite a few people get positive encouragement from this. But the fact remains that it’s nothing more than an infusion of the hypnotic into a system of thought that suits their goal, a conglomeration of only those theories and statistics that line up with their ultimate objectives.

Every culture institutionalizes certain forms of behavior that communicate and encourage certain forms of thinking and acting, thus moulding the character of its citizens. To the degree that the individual is made an object of constant mental manipulation, to the degree that cultural institutions may tend to weaken intellectual and spiritual strength, to the degree that knowledge of the mind is used to tame and condition people instead of educating them, to that degree does the culture itself produce men and women who are predisposed to accept an authoritarian way of life.

We’ve seen time and again that mathematical models can sift through data to locate people who are likely to face great challenges, whether from crime, poverty, or educations. It’s up to society whether to use that intelligence to reject and punish them—or to reach out to them with the resources they need. We can use the scale and efficiency that make WMDs so pernicious in order to help people. It all depends on the objective we choose.

Truth is powerful, and, if not instantly, at least by slow degrees, may make good her possession. Gleams of good sense may penetrate through the thickest clouds of error … and, as the true object of education is not to render the pupil the mere copy of his preceptor, it is rather to be rejoiced in, than lamented, that various reading should lead him into new trains of thinking; open to him new mines of science and new incentives to virtue; and perhaps, by a blended and compound effect, produce in him an improvement which was out of the limits of his lessons, and raise him to heights the preceptor never knew.

The objective of learning is not necessarily to remember. It may even be salutary to forget. It is only when we forget the early pains and struggles of forming letters that we acquire the capacity for writing. The adult does not remember all the history s/he learned but s/he may hope to have acquired a standard of character and conduct, a sense of affairs and a feeling of change and development in culture. Naturally there is nothing against having a well-stocked mind provided it does not prevent the development of other capacities. But it is still more important to allow knowledge to sink into one in such a way that it becomes fruitful for life; this best done when we feel deeply all we learn. For the life of feeling is less conscious, more dream-like, than intellectual activity and leads to the subconscious life of will where the deep creative capacities of humanity have their being. It is from this sphere that knowledge can emerge again as something deeply significant for life. It is not what we remember exactly, but what we transform which is of real value to our lives. In this transformation the process of forgetting, of allowing subjects to sink into the unconscious before "re-membering" them is an important element.

For me, all those systematic Bureaucracies of traditional schools jaded me. For me, I still couldn’t understand why we have to have a factory style education for children living in the 21st century. Why hold them in place, asking them to read and repeat and giving them a number of tasks to finish? I still have no idea how exams and objective assessments could measure human behavior or intelligence. Is it some kind of barcoding human aptitude? Is it ethical anyway?

In our own day anonymity has acquired a far more pregnant significance than is perhaps realized: it has an almost epigrammatic significance. People not only write anonymously, they sign their anonymous works: they even talk anonymously...Nowadays one can talk with any one, and it must be admitted that people's opinions are exceedingly sensible, yet the conversation leaves one with the impression of having talked to an anonymity. The same person will say the most contradictory things and, with the utmost calm, make a remark, which coming from him is a bitter satire on his own life. The remark itself may be sensible enough, and of the kind that sounds well at a meeting, and may serve in a discussion preliminary to coming to a decision, in much the same way that paper is made out of rags. But all these opinions put together do not make one human, personal opinion such as you may hear from quite a simple man who talks about very little but really does talk. People's remarks are so objective, so all all-inclusive, that it is a matter of complete indifference who expresses them, and where human speech is concerned that is the same as acting 'on principle'. And so our talk becomes like the public, a pure abstraction. There is no longer any one who knows how to talk, and instead, objective thought produces an atmosphere, an abstract sound, which makes human speech superfluous, just as machinery makes man superfluous. In Germany they even have phrase-books for the use of lovers, and it will end with lovers sitting together talking anonymously. In fact there are hand-books for everything, and very soon education, all the world over, will consist in learning a greater or lesser number of comments by heart, and people will excel according to their capacity for singling out the various facts like a printer singling out the letters, but completely ignorant of the meaning of anything.

I have no patience with the hypothesis occasionally expressed, and often implied, especially in tales written to teach children to be good, that babies are born pretty much alike, and that the sole agencies in creating differences between boy and boy, and man and man, are steady application and moral effort. It is in the most unqualified manner that I object to pretensions of natural equality. The experiences of the nursery, the school, the University, and of professional careers, are a chain of proofs to the contrary. I acknowledge freely the great power of education and social influences in developing the active powers of the mind, just as I acknowledge the effect of use in developing the muscles of a blacksmith's arm, and no further. Let the blacksmith labour as he will, he will find there are certain feats beyond his power that are well within the strength of a man of herculean make, even although the latter may have led a sedentary life.

The Obama administration has a strange theory. Terrorism is a response of uneducated human beings who have been disenfranchised politically and economically. If we can solve the ‘root grievances’ of the poor and oppressed around the world, there will be no more terrorists, and Americans will be safe. This view is of course absurd. If poverty, lack of education, and political disenfranchisement were the causes of terrorism, then much of India and most of China would be populated by terrorists. But they are not. And this is because terrorism is the violent expression of ideology, not objective conditions—what has famously been called ‘propaganda of the deed.’ The terrorist’s ideology may be secular and political—communist or fascist, for example—or it may be religious—Christian, Islamic, or even Hindu.

Was there ever a great true love? Anyone who became the object of my obsession and not simply my affections?...I could not let myself become that unmindful. Isn't that what love is - losing your mind? You don't care what people think. You don't see your beloved's faults, the slight stinginess, the bit of carelessness, the occasional streak of meanness. You don't mind that he is beneath you socially, educationally, financially, and morally - that's the worst, I think, deficient morals.

Let us educate the younger generation to be shy in and out of season: to edge behind the furniture: to say spasmodic and ill-digested things: to twist their feet round the protective feet of sofas and armchairs: to feel that their hands belong to someone else--that they are objects, which they long to put down on some table away from themselves. For shyness is the protective fluid within which our personalities are able to develop into natural shapes. Without this fluid the character becomes merely standardized or imitative: it is within the tender velvet sheath of shyness that the full flower of idiosyncrasy is nurtured: it is from this sheath alone that it can eventually unfold itself, coloured and undamaged. Let the shy understand, therefore, that their disability is not only an inconvenience, but also a privilege. Let them regard their shyness as a gift rather than as an affliction. Let them consider how intolerable are those of their contemporaries who are not also shy.

Did you ever ask yourself if each one of us pursued a high educational degree, who would do the skilled manual work? Craftsmanship may not earn us the money we want but that does not mean we should scorn on anyone doing it. We are obliged to be respectful and grateful to anyone using their hands to clean our households, trim our hedges,carpentry our furniture, farm our food, crafts the objects we collect and gift, style our hairs, etc. Next time you encounter a crafts person acknowledge their manual competence.

A well-written article does not make what was written factual or something to subscribe to. Fiction does not become fact because it looks good. Fiction does not become fact because you wish it were true. Fiction does not become fact because it has turned into popular opinion. Remember this before reading the news, views, opinions or commentary.

I do must decidedly object, and have a most invincible and powerful repugnance to that frequent reference to the Almighty in small matters, which so many excellent persons consider necessary in the education of children. I think it monstrous to hold the source of inconceivable mercy and goodness perpetually up to them as an avenging and wrathful God who - making them in His wisdom children before they are men and women - is to punish them awfully for every little venial offence which is almost a necessary part of that stage of life.

Education is that process by which thought is opened out of the soul, and, associated with outward . . . things, is reflected back upon itself, and thus made conscious of its reality and shape. It is Self-Realization. As a means, therefore, of educating the soul out of itself, and mirroring forth its ideas, the external world offers the materials. This is the dim glass in which the senses are first called to display the soul, until, aided by the keener state of imagination . . . it separates those outward types of itself from their sensual connection, in its own bright mirror recognizes again itself, as a distinctive object in space and time, but out of it in existence, and painting itself upon these, as emblems of its inner and super-sensual life which no outward thing can fully portray. . . . A language is to be instituted between [the child’s] spirit and the surrounding scene of things in which he dwells. . . . He who is seeking to know himself, should be ever seeking himself in external things, and by so doing will he be best able to find, and explore his inmost light.

Tinkerers built America. Benjamin Franklin, Thomas Edison, Henry Ford, all were tinkerers in their childhood. Everything from the airplane to the computer started in somebody's garage. Go back even further: the Industrial Revolution was a revolution of tinkerers. The great scientific thinkers of eighteenth-century England couldn't have been less interested in cotton spinning and weaving. Why would you be? It was left to a bloke on the shop floor who happened to glance at a one-thread wheel that had toppled over and noticed that both the wheel and the spindle were still turning. So James Hargreaves invented the spinning jenny, and there followed other artful gins and mules and frames and looms, and Britain and the world were transformed. By tinkerers rather than thinkerers. "Technological change came from tinkerers," wrote Professor J.R. McNeill of Georgetown, "people with little or no scientific education but with plenty of hands-on experience." John Ratzenberger likes to paraphrase a Stanford University study: "Engineers who are great in physics and calculus but can't think in new ways about old objects are doomed to think in old ways about new objects." That's the lesson of the spinning jenny: an old object fell over and someone looked at it in a new way.

Anyhow, I had found something out about an unknown privation, and I realized how a general love or craving, before it is explicit or before it sees its object, manifests itself as boredom or some other kind of suffering. And what did I think of myself in relation to the great occasions, the more sizable being of these books? Why, I saw them, first of all. So suppose I wasn't created to read a great declaration, or to boss a palatinate, or send off a message to Avignon, and so on, I could see, so there nevertheless was a share for me in all that had happened. How much of a share? Why, I knew there were things that would never, because they could never, come of my reading. But this knowledge was not so different from the remote but ever-present death that sits in the corner of the loving bedroom; though it doesn't budge from the corner, you wouldn't stop your loving. Then neither would I stop my reading. I sat and read. I had no eye, ear, or interest for anything else--that is, for usual, second-order, oatmeal, mere-phenomenal, snarled-shoelace-carfare-laundry-ticket plainness, unspecified dismalness, unknown captivities; the life of despair-harness or the life of organization-habits which is meant to supplant accidents with calm abiding. Well, now, who can really expect the daily facts to go, toil or prisons to go, oatmeal and laundry tickets and the rest, and insist that all moments be raised to the greatest importance, demand that everyone breathe the pointy, star-furnished air at its highest difficulty, abolish all brick, vaultlike rooms, all dreariness, and live like prophets or gods? Why, everybody knows this triumphant life can only be periodic. So there's a schism about it, some saying only this triumphant life is real and others that only the daily facts are. For me there was no debate, and I made speed into the former.

He thought of all the living species that train their young in the art of survival, the cats who teach their kittens to hunt, the birds who spend such strident effort on teaching their fledglings to fly – yet man, whose tool of survival is the mind, does not merely fail to teach a child to think, but devotes the child’s education to the purpose of destroying his brain, of convincing him that thought is futile and evil, before he has started to think. From the first catch-phrases flung at a child to the last, it is like a series of shocks to freeze his motor, to undercut the power of his consciousness. “Don’t ask so many questions, children should be seen and not heard!” – “Who are you to think? It’s so, because I say so!” – “Don’t argue, obey!” – “Don’t try to understand, believe!” – “Don’t struggle, compromise!” – “Your heart is more important than your mind!” – “Who are you to know? Your parents know best!” – “Who are you to know? The bureaucrats know best!” – “Who are you to object? All values are relative!” – “Who are you to want to escape a thug’s bullet? That’s only a personal prejudice!” Men would shudder, he thought, if they saw a mother bird plucking the feathers from the wings of her young, then pushing him out of the nest to struggle for survival – yet that was what they did to their children.

It is worth while to point out the differing characters of a system and a method, because parents let themselves be run away with often enough by some plausible ‘system,’ the object of which is to produce development in one direction—of the muscles, of the memory, of the reasoning faculty—were a complete all-round education. This easy satisfaction arises from the sluggishness of human nature, to which any definite scheme is more agreeable than the constant watchfulness, the unforeseen action, called for when the whole of a child’s existence is to be used as the means of his education.

A generous intercourse of charity united the most distant provinces, and the smaller congregations were cheerfully assisted by the alms of their more opulent brethren. Such an institution, which paid less regard to the merit than to the distress of the object, very materially conduced to the progress of Christianity. The Pagans, who were actuated by a sense of humanity, while they derided the doctrines, acknowledged the benevolence of the new sect. The prospect of immediate relief and of future protection allured into its hospitable bosom many of those unhappy persons whom the neglect of the world would have abandonned to the miseries of want, of sickness, and of old age. There is some reason likewise to believe, that great numbers of infants, who, according to the inhuman practice of the times, had been exposed by their parents, were frequently rescued from death, baptised, educated, and maintained by the piety of the Christians, and at the expense of the public treasure.

One thing that distinguishes human beings from other animals is that we are evaluative creatures. We can take a critical stance toward our own activities, and aspire to direct ourselves toward objects and projects that we judge to be more worthy than others that may be more immediately gratifying. Animals are guided by appetites that are fixed, and so are we, but we can also form a second-order desire, “a desire for a desire,” when we entertain some picture of the sort of person we would like to be—a person who is better not because she has more self-control, but because she is moved by worthier desires. Acquiring the tastes of a serious person is what we call education. Does it have a future? The advent of engineered, hyperpalatable mental stimuli compels us to ask the question.

Since his time, and largely thanks to him, the Ego has steadily tended to efface itself, and, for purposes of model, to become a manikin on which the toilet of education is to be draped in order to show the fit or misfit of the clothes. The object of study is the garment, not the figure. The tailor adapts the manikin as well as the clothes to his patron's wants. The tailor's object, in this volume, is to fit young men, in universities or elsewhere, to be men of the world, equipped for any emergency ; and the garment offered to them is meant to show the faults of the patchwork fitted on their fathers.

To build a church when a school house is needed is to perpetrate a theft upon education. To build a church when a hospital is needed is to take from the parched lips of the sick the cup of relief and from the suffering the merciful hand of help. When the object of man's conduct will be to improve the conditions of his fellow man and not the appeasement of a mythical God, he will become more understanding and more indulgent of the frailties, mistakes, and action of others, and by the same token he will become more appreciative of their efforts. He will develop a greater consciousness to avoid mistakes and to prevent injury. Life and its living will take on a greater significance, and our efforts and energies will be devoted to creating as much joy and happiness as possible for all living creatures.

marriage had always been her object; it was the only provision for well-educated young women of small fortune, and however uncertain of giving happiness, must be their pleasantest preservative from want.

Education is neither writing on a blank slate nor allowing the child's nobility to come into flower. Rather, education is a technology that tries to make up for what the human mind is innately bad at. Children don't have to go to school to learn to walk, talk, recognize objects, or remember the personalities of their friends, even though these tasks are much harder than reading, adding, or remembering dates in history. They do have to go to school to learn written language, arithmetic, and science, because those bodies of knowledge and skill were invented too recently for any species-wide knack for them to have evolved.

The most tragic error into which older people can fall is one that is common among educators and politicians. It is to use youth as scapegoats for the sins of their elders. Is the nation wasting its young men and its honor in an unjust war? Never mind — direct your frustration at the long-haired young people who are shouting in the streets that the war must end. Curse them as hippies and immoral, dirty fanatics; after all, we older Americans could not have been wrong about anything important, because our hearts are all in the right place and God is always on our side, so anyone who opposes us must be insane, and probably in the pay of the godless Communists. Youth is in the process of being classed with the dark- skinned minorities as the object of popular scorn and hatred. It    is   as  if  Americans  have  to  have  a  "nigger,"  a  target                             for its hidden frustrations and guilt. Without someone to blame, like the Communists abroad and the young and black at home, middle America would be forced to consider whether all the problems of our time were in any way its own fault. That is the one thing it could never stand to do. Hence, it finds scapegoats. Few adults, I am afraid, will ever break free of the crippling attitudes that have been programmed into their personalities – racism, self-righteousness, lack of concern for the losers of the world, and an excessive regard for property. One reason, as I have noted, is that they do not know they are like this, and that they proclaim ideals that are the reverse of many of their actions. Such hypocrisy, even if it is unconscious, is the real barrier between them and their children.

The real human division is this: the luminous and the shady. To diminish the number of the shady, to augment the number of the luminous,—that is the object. That is why we cry: Education! science! To teach reading, means to light the fire; every syllable spelled out sparkles. However, he who says light does not, necessarily, say joy. People suffer in the light; excess burns. The flame is the enemy of the wing. To burn without ceasing to fly,—therein lies the marvel of genius. When you shall have learned to know, and to love, you will still suffer. The day is born in tears. The luminous weep, if only over those in darkness.

Education -- whether its object be children or adults, individuals or an entire people, or even oneself -- consists in creating motives. To show what is beneficial, what is obligatory, what is good -- that is the task of education. Education concerns itself with the motives for effective action. For no action is ever carried out in the absence of motives capable of supplying the indispensable amount of energy for its execution.

Romano Guardini, surveying the moral and intellectual ruin that was Europe after the Second World War, wrote that we had entered the era of “mass man,” that the individual was being submerged beneath phenomena of the masses, which did not rise to the status of a true culture. Mass man has no culture, no real home, no transcendent object of devotion, no aim but what is given to him in and through mass education, mass entertainment, and mass politics. He floats on the seas willy-nilly, like a jellyfish, without a mind and a North Star to guide him. He gives in, he goes along. He lives, easily and uneventfully, Life Under Compulsion. Submerged

I have to be honest with myself. When I write as an outsider, I am also an insider in so many ways. I am university-educated, able-bodied, and I speak and write in ways very similar to those I criticise. I walk and talk like them, and part of that is why I am taken seriously. As I write about shattering perspectives and disrupting faux objectivity, I have to remember that there are factors in my life that bolster my voice above others.

Once everyone can enrich their souls for free, government subsidies for enrichment forfeit their rationale. To object, 'But most people don't use the Internet for spiritual enrichment' is actually a damaging admission that eager students are few and far between. Subsidized education's real aim isn't to make ideas and culture accessible to anyone who's interested, but to make them mandatory for everyone who *isn't* interested . . . The rise of the Internet has two unsettling lessons . . . First: the humanist case for education subsidies is flimsy today because the Internet makes enlightenment practically free. Second: the humanist case for education subsidies was flimsy all along because the Internet proves low consumption of ideas and culture stems from apathy, not poverty or inconvenience. Behold: when the price of enlightenment drops to zero, remains embarrassingly scarce.

Jefferson Davis gave on the floor of the US Senate on April 12, 1860. This future president of the Confederacy objected to a bill funding Black education in Washington, DC. “This Government was not founded by negroes nor for negroes,” but “by white men for white men,” Davis lectured his colleagues. The bill was based on the false notion of racial equality, he declared. The “inequality of the white and black races” was “stamped from the beginning.

The world is changing, I said. It is no longer a world just for boys and men. Our women are respected here, said the father. We would never let them tramp the world as American women do. There is always someone to look after the Olinka woman. A father. An uncle. A brother or nephew. Do not be offended, Sister Nettie, but our people pity women such as you who are cast out, we know not from where, into a world unknown to you, where you must struggle all alone, for yourself. So I am an object of pity and contempt, I thought, to men and women alike. Furthermore, said Tashi’s father, we are not simpletons. We understand that there are places in the world where women live differently from the way our women do, but we do not approve of this different way for our children. But life is changing, even in Olinka, I said. We are here. He spat on the ground. What are you? Three grownups and two children. In the rainy season some of you will probably die. You people do not last long in our climate. If you do not die, you will be weakened by illness. Oh, yes. We have seen it all before. You Christians come here, try hard to change us, get sick and go back to England, or wherever you come from. Only the trader on the coast remains, and even he is not the same white man, year in and year out. We know because we send him women. Tashi is very intelligent, I said. She could be a teacher. A nurse. She could help the people in the village. There is no place here for a woman to do those things, he said. Then we should leave, I said. Sister Corrine and I. No, no, he said. Teach only the boys? I asked. Yes, he said, as if my question was agreement. There is a way that the men speak to women that reminds me too much of Pa. They listen just long enough to issue instructions. They don’t even look at women when women are speaking. They look at the ground and bend their heads toward the ground. The women also do not “look in a man’s face” as they say. To “look in a man’s face” is a brazen thing to do. They look instead at his feet or his knees.

Technology is the new religion of urban China, and no longer just in the coastal cities. Having wasted decades, centuries almost, overcoming traditional objections to progress, and then wasted thirty years convulsing to a Maoist revolutionary tune, the Chinese have finally gotten themselves into a position where they can develop technology and begin to take on the world. Everywhere you see signs that say REVIVE THE NATION THROUGH SCIENCE AND EDUCATION.

Let every young man and woman be warned by my example, and understand that good handwriting is a necessary part of education. I am now of the opinion that children should first be taught the art of drawing before learning how to write. Let the child learn his letters by observation as he does different objects, such as flowers, birds, etc., and let him learn handwriting only after he has learnt to draw objects. He will then write a beautifully formed hand.

In adolescence, I hated life and was continually on the verge of suicide, from which, however, I was restrained by the desire to know more mathematics. Now, on the contrary, I enjoy life; I might almost say that with every year that passes I enjoy it more…very largely it is due to a diminishing preoccupation with myself. Like others who had a Puritan education, I had the habit of meditating on my sins, follies, and shortcomings. I seemed to myself - no doubt justly - a miserable specimen. Gradually I learned to be indifferent to myself and my deficiencies; I came to center my attention increasingly upon external objects: the state of the world, various branches of knowledge, individuals for whom I felt affection…And every external interest inspires some activity which, so long as the interest remains alive, is a complete preventive of ennui. Interest in oneself, on the contrary, leads to no activity of a progressive kind. It may lead to the keeping of a diary, to getting psychoanalyzed, or perhaps to becoming a monk. But the monk will not be happy until the routine of the monastery has made him forget his own soul. The happiness which he attributes to religion he could have obtained from becoming a crossing-sweeper, provided he were compelled to remain one. External discipline is the only road to happiness for those unfortunates whose self-absorption is too profound to be cured in any other way.

So, we are supposed to see a party in favor of universal education, guaranteed employment, increased entitlements for the aged, the expropriation of land without compensation, the nationalization of industry, the abolition of market-based lending—a.k.a. “interest slavery”—the expansion of health services, and the abolition of child labor as objectively and obviously right-wing. What the Nazis pursued was a form of anticapitalist, antiliberal, and anti-conservative communitarianism

Man would have been too happy, if, limiting himself to the visible objects which interested him, he had employed, to perfect his real sciences, his laws, his morals, his education, one-half the efforts he has put into his researches on the Divinity.

The objection to propaganda is not only its appeal to unreason, but still more the unfair advantage which it gives to the rich and powerful. Equality of opportunity among opinions is essential if there is to be real freedom of thought; and equality of opportunity among opinions can only be secured by elaborate laws directed to that end, which there is no reason to expect to see enacted. The cure is not to be sought primarily in such laws, but in better education and a more sceptical public opinion.

This is apparently a little promotional ¶ where we’re supposed to explain “how and why we came to” the subject of our GD series book (the stuff in quotations is the editor’s words). The overall idea is to humanize the series and make the books and their subjects seem warmer and more accessible. So that people will be more apt to buy the books. I’m pretty sure this is how it works. The obvious objection to such promotional ¶s is that, if the books are any good at all, then the writers’ interest and investment in their subjects will be so resoundingly obvious in the texts themselves that these little pseudo-intimate Why I Cared Enough About Transfinite Math and Where It Came From to Spend a Year Writing a Book About It blurblets are unnecessary; whereas, if the books aren’t any good, it’s hard to see how my telling somebody that as a child I used to cook up what amounted to simplistic versions of Zeno’s Dichotomy and ruminate on them until I literally made myself sick, or that I once almost flunked a basic calc course and have seethed with dislike for conventional higher-math education ever since, or that the ontology and grammar of abstractions have always struck me as one of the most breathtaking problems in human consciousness—how any such stuff will help. The logic of this objection seems airtight to me. In fact, the only way the objection doesn’t apply is if these ¶s are really nothing more than disguised ad copy, in which case I don’t see why anyone reading them should even necessarily believe that the books’ authors actually wrote them—I mean, maybe somebody in the ad-copy department wrote them and all we did was sort of sign off on them. There’d be a kind of twisted integrity about that, though—at least no one would be pretending to pretend.

I think, in retrospect, that it would have been better if I had denied that I had pains in my legs, if I had taken it all back, or brightly said that I was well now. But because I didn’t, the whole business began to spiral out of control. I still believed that honesty was the best policy; but the brute fact was, I was an invalid now, and I wasn’t entitled to a policy, not a policy of my own. I feared that if I didn’t tell the strict truth, my integrity would be eroded; I would have nothing then, no place to stand. The more I said that I had a physical illness, the more they said I had a mental illness. The more I questioned the nature, the reality of the mental illness, the more I was found to be in denial, deluded. I was confused; when I spoke of my confusion, my speech turned into a symptom. No one ventured a diagnosis: not out loud. It was in the nature of educated young women, it was believed, to be hysterical, neurotic, difficult, and out of control, and the object was to get them back under control, not by helping them examine their lives, or fix their practical problems—in my case, silverfish, sulking family, poverty, cold—but by giving them drugs which would make them indifferent to their mental pain—and in my case, indifferent to physical pain too.

Thoughtful minds make but little use of the phrase: the fortunate and the unfortunate. In this world, evidently the vestibule of another, there are no fortunate. The real human division is this: the luminous and the shady. To diminish the number of the shady, to augment the number of the luminous — that is the object. That is why we cry: Education! science! To teach reading, means to light the fire; every syllable spelled out sparkles. However, he who says light does not, necessarily, say joy. People suffer in the light; excess burns. The flame is the enemy of the wing. To burn without ceasing to fly — therein lies the marvel of genius. When you shall have learned to know, and to love, you will still suffer. The day is born in tears. The luminous weep, if only over those in darkness

December 22, 1945 The First Meeting of the Jane Austen Society In which the Jane Austen Memorial Trust is established, with the charitable objects of the advancement of education and in particular the study of English Literature, especially the works of Jane Austen.

The reality is that most of us grow up strapped in an educational system that favors obedience over independent thinking. We’re rewarded for trusting authority, and punished for challenging it. We focus on memorizing the stuff other people came up with—formulas in math, grammar rules in English, theories in physics, cell functions in biology—rather than grasping the logic behind our most important breakthroughs and tracing the footsteps of their discovery. We answer test questions with what we think our teacher wants to hear. We chase grades instead of knowledge. And worst of all, we leave the classroom woefully unequipped with the thinking skills that matter most: how to balance open-mindedness with skepticism, how to identify bias, and how to challenge assumptions—including our own—in a way that’s truly objective.

That meant we had to ruthlessly target the other defense mechanism—the schools—in order to nullify the church’s influence. Read the words of your founding fathers and you’ll learn all you to need to know about why your schools were our prime directive:   “Educate and inform the whole mass of the people, for they are the only sure reliance for the preservation of liberty.” (Thomas Jefferson)   “The best means of forming a manly, virtuous, and happy people will be found in the right education of the youth. Without this foundation, every other means, in my opinion, will fail.” (George Washington)   “Learned Institutions ought to be the favorite objects with every free people. They throw that light over the public mind, which is the best security against crafty and dangerous encroachments on the public liberty.” ( James Madison)

It is not that the historian can avoid emphasis of some facts and not of others. This is as natural to him as to the mapmaker, who, in order to produce a usable drawing for practical purposes, must first flatten and distort the shape of the earth, then choose out of the bewildering mass of geographic information those things needed for the purpose of this or that particular map. My argument cannot be against selection, simplification, emphasis, which are inevitable for both cartographers and historians. But the map-maker's distortion is a technical necessity for a common purpose shared by all people who need maps. The historian's distortion is more than technical, it is ideological; it is released into a world of contending interests, where any chosen emphasis supports (whether the historian means to or not) some kind of interest, whether economic or political or racial or national or sexual. Furthermore, this ideological interest is not openly expressed in the way a mapmaker's technical interest is obvious ("This is a Mercator projection for long-range navigation-for short-range, you'd better use a different projection"). No, it is presented as if all readers of history had a common interest which historians serve to the best of their ability. This is not intentional deception; the historian has been trained in a society in which education and knowledge are put forward as technical problems of excellence and not as tools for contending social classes, races, nations. To emphasize the heroism of Columbus and his successors as navigators and discoverers, and to de-emphasize their genocide, is not a technical necessity but an ideological choice. It serves- unwittingly-to justify what was done. My point is not that we must, in telling history, accuse, judge, condemn Columbus in absentia. It is too late for that; it would be a useless scholarly exercise in morality. But the easy acceptance of atrocities as a deplorable but necessary price to pay for progress (Hiroshima and Vietnam, to save Western civilization; Kronstadt and Hungary, to save socialism; nuclear proliferation, to save us all)-that is still with us. One reason these atrocities are still with us is that we have learned to bury them in a mass of other facts, as radioactive wastes are buried in containers in the earth. We have learned to give them exactly the same proportion of attention that teachers and writers often give them in the most respectable of classrooms and textbooks. This learned sense of moral proportion, coming from the apparent objectivity of the scholar, is accepted more easily than when it comes from politicians at press conferences. It is therefore more deadly. The treatment of heroes (Columbus) and their victims (the Arawaks)-the quiet acceptance of conquest and murder in the name of progress-is only one aspect of a certain approach to history, in which the past is told from the point of view of governments, conquerors, diplomats, leaders. It is as if they, like Columbus, deserve universal acceptance, as if they-the Founding Fathers, Jackson, Lincoln, Wilson, Roosevelt, Kennedy, the leading members of Congress, the famous Justices of the Supreme Court-represent the nation as a whole. The pretense is that there really is such a thing as "the United States," subject to occasional conflicts and quarrels, but fundamentally a community of people with common interests. It is as if there really is a "national interest" represented in the Constitution, in territorial expansion, in the laws passed by Congress, the decisions of the courts, the development of capitalism, the culture of education and the mass media.

Most people these days chase new things - new houses, new cars, new objects. But, they don't realise that old houses, old cars, and old objects have something that new things don't have - their history and culture. I pity these educated morons who chase new things. My Mom and Dad choose to stay in our old house in my hometown, because it was the house they built with their hard work and love. It is the house where my mother writes her beautiful poetry. It is the house where my father treats his patients. It is a house which has books, culture, cracks and yes history.

feel that it had not been the most direful mistake in his plan of education. Something must have been wanting within, or time would have worn away much of its ill effect. He feared that principle, active principle, had been wanting, that they had never been properly taught to govern their inclinations and tempers, by that sense of duty which can alone suffice. They had been instructed theoretically in their religion, but never required to bring it into daily practice. To be distinguished for elegance and accomplishments—the authorised object of their youth—could have had no useful influence that way, no moral effect on the mind. He had meant them to be good, but his cares had been directed to the understanding and manners, not the disposition; and of the necessity of self-denial and humility, he feared they had never heard from any lips that could profit them.

A very small percentage of those in the church stand behind a pulpit or sport certain kinds of identifiable clothing. The actual leadership roster of the church includes disciples ministering in every arena of life, in business, law, medicine, education, the arts, sciences, government, and religion. The objective of Jesus’s church-growth strategy was not to build a single, behemoth social institution with a limited set of ordained authorities. Instead, his Spirit was to be poured out on all flesh to effect a widening, deepening base of influence within every nation, worldview, and social institution.

Anyone thus forced to react continually to precepts that are not the expressions of his impulses lives, psychologically speaking, above his means, and may be objectively described as a hypocrite, whether he is clearly conscious of this difference or not. It is undeniable that our contemporary civilization favors this sort of hypocrisy to an extraordinary extent. One might even venture to assert that it is built upon such a hypocrisy and would have to undergo extensive changes if man were to undertake to live according to the psychological truth. There are therefore more civilized hypocrites than truly cultured persons

Socrates tried to soothe us, true enough. He said there were only two possibilities. Either the soul is immortal or, after death, things would be again as blank as they were before we were born. This is not absolutely comforting either. Anyway it was natural that theology and philosophy should take the deepest interest in this. They owe it to us not to be boring themselves. On this obligation they don’t always make good. However, Kierkegaard was not a bore. I planned to examine his contribution in my master essay. In his view the primacy of the ethical over the esthetic mode was necessary to restore the balance. But enough of that. In myself I could observe the following sources of tedium: 1) The lack of a personal connection with the external world. Earlier I noted that when I was riding through France in a train last spring I looked out of the window and thought that the veil of Maya was wearing thin. And why was this? I wasn’t seeing what was there but only what everyone sees under a common directive. By this is implied that our worldview has used up nature. The rule of this view is that I, a subject, see the phenomena, the world of objects. They, however, are not necessarily in themselves objects as modern rationality defines objects. For in spirit, says Steiner, a man can step out of himself and let things speak to him about themselves, to speak about what has meaning not for him alone but also for them. Thus the sun the moon the stars will speak to nonastronomers in spite of their ignorance of science. In fact it’s high time that this happened. Ignorance of science should not keep one imprisoned in the lowest and weariest sector of being, prohibited from entering into independent relations with the creation as a whole. The educated speak of the disenchanted (a boring) world. But it is not the world, it is my own head that is disenchanted. The world cannot be disenchanted. 2) For me the self-conscious ego is the seat of boredom. This increasing, swelling, domineering, painful self-consciousness is the only rival of the political and social powers that run my life (business, technological-bureaucratic powers, the state). You have a great organized movement of life, and you have the single self, independently conscious, proud of its detachment and its absolute immunity, its stability and its power to remain unaffected by anything whatsoever — by the sufferings of others or by society or by politics or by external chaos. In a way it doesn’t give a damn. It is asked to give a damn, and we often urge it to give a damn but the curse of noncaring lies upon this painfully free consciousness. It is free from attachment to beliefs and to other souls. Cosmologies, ethical systems? It can run through them by the dozens. For to be fully conscious of oneself as an individual is also to be separated from all else. This is Hamlet’s kingdom of infinite space in a nutshell, of “words, words, words,” of “Denmark’s a prison.

And was Mr. Rochester now ugly in my eyes? No, reader: gratitude, and many associations, all pleasurable and genial, made his face the object I best liked to see; his presence in a room was more cheering than the brightest fire. Yet I had not forgotten his faults; indeed, I could not, for he brought them frequently before me. He was proud, sardonic, harsh to inferiority of every description: in my secret soul I knew that his great kindness to me was balanced by unjust severity to many others. He was moody, too; unaccountably so; I more than once, when sent for to read to him, found him sitting in his library alone, with his head bent on his folded arms; and, when he looked up, a morose, almost a malignant, scowl blackened his features. But I believe that his moodiness, his harshness, and his former faults of morality (I say FORMER, for now he seemed corrected of them) had their source in some cruel cross of fate. I believed he was naturally a man of better tendencies, higher principles, and purer tastes than such as circumstances had developed, education instilled, or destiny encouraged. I thought there were excellent materials in him; though for the present they hung together somewhat spoiled and tangled. I cannot deny that I grieved for his grief, whatever that was, and would have given much to assuage it.

A similar discrepancy between objective proclaimed and objective practised can be observed in most organisations. For example, one could mistakenly believe that the principal objective of universities is to educate students. But for Ackoff, the principal objective of a university is to provide job security and increase the standard of living and quality of life of those members of the faculty and administration who make the critical decisions. Teaching is the price that faculty members must pay to share in the benefits provided. Like any price, they try to minimise it. Note that the more senior and politically powerful teaching members of the faculty are, the less teaching they do.

When the clowns of British politics - arch-Brexiteer cartoon characters 'Boorish Johnson' and 'JackOff Grease-Smug' advocate ad infinitum that Britain should leave the EU in order to be free to sign her own trade deals; they seem to have overlooked the towering elephant in the room, namely the current occupant of the White House (another clown) - who appears hell-bent on destabilising world trade via crude protectionist policies. Both Tories, despite receiving the best British education money can buy, would do well to revisit their post war history books and be reminded of one of the key objectives of the European Project and in due course the European Union - specifically to promote peace and prosperity amongst previously warring neighbours by forming a unified trading bloc which in time, due to its effective size, also acted as a useful counterweight to US hegemony. Go find another circus for your buffoonery and leave the deadly serious business of politics to principled individuals with the true national interest at heart !

Ask white supremacists about the racial hierarchy, and you are in for a pseudoscientific lecture concerning the biological differences between the races. You are likely to be told that there is something in Caucasian blood or genes that makes whites naturally more intelligent, moral and hardworking. Ask a diehard capitalist about the hierarchy of wealth, and you are likely to hear that it is the inevitable outcome of objective differences in abilities. The rich have more money, in this view, because they are more capable and diligent. No one should be bothered, then, if the wealthy get better health care, better education and better nutrition. The rich richly deserve every perk they enjoy.

A century ago, historians of technology felt that individual inventors were the main actors that brought about the Industrial Revolution. Such heroic interpretations were discarded in favor of views that emphasized deeper economic and social factors such as institutions, incentives, demand, and factor prices. It seems, however, that the crucial elements were neither brilliant individuals nor the impersonal forces governing the masses, but a small group of at most a few thousand people who formed a creative community based on the exchange of knowledge. Engineers, mechanics, chemists, physicians, and natural philosophers formed circles in which access to knowledge was the primary objective. Paired with the appreciation that such knowledge could be the base of ever-expanding prosperity, these elite networks were indispensable, even if individual members were not. Theories that link education and human capital to technological progress need to stress the importance of these small creative communities jointly with wider phenomena such as literacy rates and universal schooling.

I am as firmly convinced that religions do harm as I am that they are untrue. The harm that is done by a religion is of two sorts, the one depending on the kind of belief which it is thought ought to be given to it, and the other upon the particular tenets believed. As regards the kind of belief: it is thought virtuous to have faith - that is to say, to have a conviction which cannot be shaken by contrary evidence. Or, if contrary evidence might induce doubt, it is held that contrary evidence must be suppressed. On such grounds the young are not allowed to hear arguments, in Russia, in favour of Capitalism, or, in America, in favour of Communism. This keeps the faith of both intact and ready for internecine war. The conviction that it is important to believe this or that, even if a free inquiry would not support the belief, is one which is common to almost all religions and which inspires all systems of State education. The consequence is that the minds of the young are stunted and are filled with fanatical hostility both to those who have other fanaticisms, and, even more virulently, to those who object to all fanaticisms.

When preparing for Book One, I talked to a couple of psychiatrists about psychosomatic phenomena, neuroses and dissociative conditions, for example the so—called hysterical blindness suffered by many who saw the Killing Fields in Pol Pot’s Cambodia: their eyes objectively see, but they are not aware of it and are blind because they believe they can’t see. One specialist told me that among modern Western people, ’metaphorical’ symptoms such as Fredy or those Cambodians evince are much rarer now than earlier in the twentieth century or before. Nowadays most people are better equipped by education to verbalise their neuroses, and have lots of jargon in which to do so. For most of the dissociative dimension, I could draw on things I knew from within myself.

Every human soul craves "the good, the true, and the beautiful" absolutely and without limit. And it is precisely about these three most fundamental values that the gap is the widest. Ordinary people still believe in a real morality, a real difference between good and evil; and in objective truth and the possibility of knowing it; and in the superiority of beauty over ugliness. But our educators, or "experts" (Fr. Richard John Neuhaus calls them "the chattering classes"), feel toward these three traditional values the way people think medieval inquisitors felt toward witches. Our artists deliberately prefer ugliness to beauty, our moralists fear goodness more than evil, and our philosophers embrace various forms of post-modernism that reduce truth to ideology or power.

Unlike my brother, I had no respect for authority. Very early on, Uncle Georg had told me the truth about teachers: that they were moral cowards who took out on their pupils all the frustrations they could not take out on their wives. When I was very young Uncle Georg impressed upon me that among the educated classes teachers were the basest and most dangerous people, on a par with judges, who were the lowest form of human life. Teachers and judges, he said, are the meanest slaves of the state--remember that. He was right, as I have discovered not just hundreds but thousands of times. No teacher and no judge can be trusted as far as you can throw him. Without scruple or compunction they daily destroy many of the existences that are thrown upon their mercy, being motivated by base caprice and a desire to avenge themselves for their miserable, twisted lives--and they are actually paid for doing so. The supposed objectivity of teachers and judges is a piece of shabby mendacity, Uncle Georg said--and he was right. Talking to a teacher we soon discover that he is a destructive individual with whom no one and nothing is safe, and the same is true when we talk to a judge.

In May 2002, the principal of Franklin Elementary School in Santa Monica, California, sent a newsletter to parents informing them that children could no longer play tag during the lunch recess. As she explained, “The running part of this activity is healthy and encouraged; however, in this game there is a ‘victim’ or ‘it,’ which creates a self-esteem issue.”4 School districts in Texas, Maryland, New York, and Virginia “have banned, limited, or discouraged” dodgeball.5 “Any time you throw an object at somebody,” said an elementary school coach in Cambridge, Massachusetts, “it creates an environment of retaliation and resentment.”6 Coaches who permit children to play dodgeball “should be fired immediately,” according to the physical education chairman at Central High School in Naperville, Illinois.7

The discipline of colleges and universities is in general contrived, not for the benefit of the students, but for the interest, or more properly speaking, for the ease of the masters. Its object is, in all cases, to maintain the authority of the master, and whether he neglects or performs his duty, to oblige the students in all cases to behave to him, as if he performed it with the greatest diligence and ability. It seems to presume perfect wisdom and virtue in the one order, and the greatest weakness and folly in the other. Where the masters, however, really perform their duty, there are no examples, I believe, that the greater part of the students ever neglect theirs. No discipline is ever requisite to force attendance upon lectures which are really worth the attending, as is well known wherever any such lectures are given. Force and restraint may, no doubt, be in some degree requisite in order to oblige children, or very young boys, to attend to those parts of education which it is thought necessary for them to acquire during that early period of life; but after twelve or thirteen years of age, provided the master does his duty, force or restraint can scarce ever be necessary to carry on any part of education. Such is the generosity of the greater part of young men, that, so far from being disposed to neglect or despise the instructions of their master, provided he shows some serious intention of being of use to them, they are generally inclined to pardon a great deal of incorrectness in the performance of his duty, and sometimes even to conceal from the public a good deal of gross negligence.

The very idea of freedom presupposes some objective moral law which overarches rulers and ruled alike. Subjectivism about values is eternally incompatible with democracy. We and our rulers are of one kind only so long as we are subject to one law. But if there is no Law of Nature, the ethos of any society is the creation of its rulers, educators and conditioners; and every creator stands above and outside his own creation.

we’ve seen time and again that mathematical models can sift through data to locate people who are likely to face great challenges, whether from crime, poverty, or education. It’s up to society whether to use that intelligence to reject and punish them—or to reach out to them with the resources they need. We can use the scale and efficiency that make WMDs so pernicious in order to help people. It all depends on the objective we choose.

I fancy my father thought me an odd child, and had little fondness for me; though he was very careful in fulfilling what he regarded as a parent's duties. But he was already past the middle of life, and I was not his only son. My mother had been his second wife, and he was five-and-forty when he married her. He was a firm, unbending, intensely orderly man, in root and stem a banker, but with a flourishing graft of the active landholder, aspiring to county influence: one of those people who are always like themselves from day to day, who are uninfluenced by the weather, and neither know melancholy nor high spirits. I held him in great awe, and appeared more timid and sensitive in his presence than at other times; a circumstance which, perhaps, helped to confirm him in the intention to educate me on a different plan from the prescriptive one with which he had complied in the case of my elder brother, already a tall youth at Eton. My brother was to be his representative and successor; he must go to Eton and Oxford, for the sake of making connexions, of course: my father was not a man to underrate the bearing of Latin satirists or Greek dramatists on the attainment of an aristocratic position. But intrinsically, he had slight esteem for "those dead but sceptred spirits"; having qualified himself for forming an independent opinion by reading Potter's Aeschylus, and dipping into Francis's Horace. To this negative view he added a positive one, derived from a recent connexion with mining speculations; namely, that scientific education was the really useful training for a younger son. Moreover, it was clear that a shy, sensitive boy like me was not fit to encounter the rough experience of a public school. Mr. Letherall had said so very decidedly. Mr. Letherall was a large man in spectacles, who one day took my small head between his large hands, and pressed it here and there in an exploratory, suspicious manner - then placed each of his great thumbs on my temples, and pushed me a little way from him, and stared at me with glittering spectacles. The contemplation appeared to displease him, for he frowned sternly, and said to my father, drawing his thumbs across my eyebrows - 'The deficiency is there, sir-there; and here,' he added, touching the upper sides of my head, 'here is the excess. That must be brought out, sir, and this must be laid to sleep.' I was in a state of tremor, partly at the vague idea that I was the object of reprobation, partly in the agitation of my first hatred - hatred of this big, spectacled man, who pulled my head about as if he wanted to buy and cheapen it. ("The Lifted Veil")

It is recognised now that Freud never gave proper attention, even in man, to growth of the ego or self: 'the impulse to master, control or come to self-fulfilling terms with the environment'. Analysts who have freed themselves from Freud's bias and joined other behavioural scientists in studying the human need, and that interference with it, in any dimension, is the source of psychic trouble. The sexual is only one dimension of the human potential. Freud saw women only in terms of their sexual relationship with men. But in all those women in whom he saw sexual problems, there must have been very severe problems of blocked growth, growth short of full human identity -- an immature, incomplete self. Society as it was then, by explicit denial of education and independence, prevented women from realising their full potential, or from attaining those interests and ideals that might stimulated their growth. Freud reported these deficiencies, but could only explain them as the toll of 'penis envy'. He saw that women who secretly hungered to be man's equal would not enjoy being his object; and in this, he seemed to be describing a fact. But when he dismissed woman's yearning for equality as 'penis envy', was he not merely stating his own view that woman could never really be man's equal, any more than she could wear his penis?

Yet, during the last forty years, its contributions have been obscured by the rise of ‘macro-economics’, which seeks causal connections between hypothetically measurable entities or statistical aggregates. These may sometimes, I concede, indicate some vague probabilities, but they certainly do not explain the processes involved in generating them. But because of the delusion that macro-economics is both viable and useful (a delusion encouraged by its extensive use of mathematics, which must always impress politicians lacking any mathematical education, and which is really the nearest thing to the practice of magic that occurs among professional economists) many opinions ruling contemporary government and politics are still based on naive explanations of such economic phenomena as value and prices, explanations that vainly endeavour to account for them as ‘objective’ occurrences independent of human knowledge and aims.

An imagined order must be made to make thousands of people believe in the same ideas for them to understand one another and work towards the same goals. To make people believe in an imagined order, it should not be admitted that it’s imaginary but an objective reality dictated by the laws of nature or by the gods. It should also be incorporated in education and to everything that people encounter – to fairy tales, songs, architecture, fashion, political propaganda, etc.

excuse for our negligent attitude. But it is not so. What we call chauvinistic education - in the case of the French people, for example - is only the excessive exaltation of the greatness of France in all spheres of culture or, as the French say, civilization. The French boy is not educated on purely objective principles. Wherever the importance of the political and cultural greatness of his country is concerned he is taught in the most subjective way that one can imagine.

As an individual passes from one situation to another, his [sic] world, his environment, expands or contracts. He does not find himself living in another world but in a different part or aspect of one and the same world. What he has learned in the way of knowledge and skill in one situation becomes an instrument of understanding and dealing effectively with the situations which follow. The process goes on as long as life and learning continue. Otherwise the course of experience is disorderly, since the individual factor that enters into making an experience is split. A divided world, a world whose parts and aspects do not hang together, is at once a sign and a cause of a divided personality. When the splitting-up reaches a certain point we call the person insane. A fully integrated personality, on the other hand, exists only when successive experiences are integrated with one another. It can be built up only as a world of related objects is constructed.

It is in Keats that the artistic spirit of this century first found its absolute incarnation. And these pre-Raphaelites, what were they? If you ask nine-tenths of the British public what is the meaning of the word aesthetics, they will tell you it is the French for affectation or the German for a dado; and if you inquire about the pre-Raphaelites you will hear something about an eccentric lot of young men to whom a sort of divine crookedness and holy awkwardness in drawing were the chief objects of art. To know nothing about their great men is one of the necessary elements of English education. As regards the pre-Raphaelites the story is simple enough. In the year 1847 a number of young men in London, poets and painters, passionate admirers of Keats all of them, formed the habit of meeting together for discussions on art, the result of such discussions being that the English Philistine public was roused suddenly from its ordinary apathy by hearing that there was in its midst a body of young men who had determined to revolutionise English painting and poetry. They called themselves the pre- Raphaelite Brotherhood. In England, then as now, it was enough for a man to try and produce any serious beautiful work to lose all his rights as a citizen; and besides this, the pre-Raphaelite Brotherhood - among whom the names of Dante Rossetti, Holman Hunt and Millais will be familiar to you - had on their side three things that the English public never forgives: youth, power and enthusiasm.

Easy beauty was apparent and unchallenging: "A simple tune; a simple spatial rhythm... a one; a youthful face, or the human form in its prime, all these afford a plain straightforward pleasure..." Conversely, difficult beauty, wrote Bosanquet required more time, patience, and a higher amount of concentration. Our ability to appreciate difficult beauty depended on our education, insights endurance, and our capacity or attention. In difficult beauty, one often encourages intricacy, tension, and width. The intricacy of a difficult aesthetic object can provoke resentment and disgust in us if we are unable to resolve and classify the complex elements of the object. Difficult beauty also required us to stay in a state of "high tension of feeling," and it is our own weakness - the "weakness of the spectators," says Bosanquet, taking the phrase from Aristotle - that causes us to shrink from the challenge of difficult beauty. "The capacity to endure and enjoy feeling at high tension is somewhat rare.

Written culture itself, up to its recently implemented universal literacy, has had sharply selective effects. It has riven its host societies and formed a divide between literate and illiterate human beings, whose unbridgeability almost attained the firmness of a species differentiation. If one wished, despite Heidegger’s dissuasions, to speak anthropologically again, then the human beings of historical times could be defined as the animals of whom some can read and write while the others cannot. From here it is only a single step, if a demanding one, to the thesis that human beings are the animals of whom some breed those like them, while the others are bred—a thought that belongs to the pastoral folklore of Europeans since the time of Plato’s reflections on education and the state. Something of this is still heard in Nietzsche’s statement that few of the human beings in the small houses will, but most are willed. But to be only willed means to exist merely as an object, not as a subject, of selection.

And, substantially they hope to supplant the “disciplining of the higher faculty of the imagination” by what they call “education for democracy.” ... The very banality of the expression helps to ensure its triumph. Who could be against education? Who could be against democracy? Yet the phrase begs two questions: What do you mean by “education”? And what do you mean by “democracy”? The school of Dewey has long been fond of capturing words and turning them to their own purposes: they tried hard to capture “humanism”, and even laid siege to “religion” Now I am convinced that if, by “education,” the champions of this slogan mean merely recreation, socialization, and a kind of custodial jurisdiction over young people, then they are deliberately perverting a word with a reasonably distinct historical meaning and making it into what Mr. Richard Weaver, in his book, "Ethics of Rhetoric”, calls a "god-term"—that is, a charismatic expression drained dry of any objective significance, but remaining an empty symbol intended to win unthinking applause

Washington's Farewell Address consists of a series of warnings about the danger of disunion. The North and the South, the East and the West, ought not to consider their interests separate or competing, Washington urged, "your union ought to be considered as a main prop of your liberty." Parties, he warned, were the "worst enemy" of every government, agitating "the community with ill-founded jealousies and false alarms," kindling "the animosity of one part against another," and even fomenting "riot and insurrection". As to the size of the Republic, "Is there a doubt whether a common government can embrace so large a sphere? Let experience solve it." The American experiment must go on. But it could only thrive if the citizens were supported by religion and morality, and if they were well educated. "Promote, then, as an object of primary importance, institutions for the general diffusion of knowledge," he urged. "In proportion as the structure of a government gives force to public opinion, it is essential that the public opinion should be enlightened.

Another example of neoracist influence in K–12 public education comes from New York City. In 2018, the NYC Department of Education earmarked $23 million for mandatory “anti-bias” training for the city’s teachers over the course of four years. Leading this charge was chancellor of schools Richard Carranza, whose philosophy has less to do with eliminating actual racism than with eliminating so-called white supremacy culture in schools. In a presentation to top administrators, Carranza called for an end to all aspects of white supremacy, including “a sense of urgency,” “worship of the written word,” “perfectionism,” “individualism,” and “objectivity.” Instead of these false values, he argued that teachers should prioritize non-white values like “the ability to relate to others.” The idea that perfectionism, objectivity, and good grammar belong to white people and shouldn’t be taught to blacks and Hispanics is exactly the kind of idea that leaders of the civil rights movement fought against. There is nothing anti-racist about this idea. It is, at its core, racist.

Certain opponents of Marxism dismiss it as an outworn economic dogma based upon 19th century prejudices. Marxism never was a dogma. There is no reason why its formulation in the 19th century should make it obsolete and wrong, any more than the discoveries of Gauss, Faraday and Darwin, which have passed into the body of science... The defense generally given is that the Gita and the Upanishads are Indian; that foreign ideas like Marxism are objectionable. This is generally argued in English the foreign language common to educated Indians; and by persons who live under a mode of production (the bourgeois system forcibly introduced by the foreigner into India.) The objection, therefore seems less to the foreign origin than to the ideas themselves which might endanger class privilege. Marxism is said to be based upon violence, upon the class-war in which the very best people do not believe nowadays. They might as well proclaim that meteorology encourages storms by predicting them. No Marxist work contains incitement to war and specious arguments for senseless killing remotely comparable to those in the divine Gita.

Since in early youth it cannot be known what ends are likely to occur to us in the course of life, parents seek to have their children taught a great many things, and provide for their skill in the use of means for all sorts of arbitrary ends, of none of which can they determine whether it may not perhaps hereafter be an object to determine their pupil, but which it is at all events possible that he might aim at; and this anxiety is so great that they commonly neglect to form and correct their judgement on the value of the things which may be chosen as ends.

The capitalist-imperialist governments, even though they themselves are about to be plundered, will not fight with any conviction against Fascism as such. Our rulers, those of them who understand the issue, would probably prefer to hand over every square inch of the British Empire to Italy, Germany, and Japan than to see Socialism triumphant. It was easy to laugh at Fascism when we imagined that it was based on hysterical nationalism, because it seemed obvious that the Fascist states, each regarding itself as the chosen people and patriotic contra mundum, would clash with one another. But nothing of the kind is happening. Fascism is now an international movement, which means not only that the Fascist nations can combine for the purposes of loot, but that they are groping, perhaps only half consciously as yet, toward a world-system. For the vision of the totalitarian state there is being substituted the vision of the totalitarian world. As I pointed out earlier, the advance of machine-technique must lead ultimately to some form of collectivism, but that form need not necessarily be equalitarian; that is, it need not be Socialism. Pace the economists, it is quite possible to imagine a world-society, economically collectivist–that is, with the profit principle eliminated–but will all political, military, and educational power in the hands of a small caste of rulers and their bravos. That or something like it is the objective of Fascism. And that, of course, is the slave-state, or rather the slave-world; it would probably be a stable form of society, and the chances are, considering the enormous wealth of the world if scientifically exploited, that the slaves would be well-fed and contented.

why should we settle for unimaginative goals (as we find in so many early education settings) like being able to identify triangles and squares, or recalling the names of colors and seasons? Recognizing visual symbols is something a dog can do. Surely we can aim higher than those picayune objectives and demand preschool classrooms based on a more advanced understanding of developmental processes, an understanding that is bounded only by the limits of a young child’s growing brain, not by a superintendent’s checklist of what needs to be covered before June rolls around.

To select these objects, to take care to present him constantly with those he may know, to conceal from him those he ought not to know, this is the real way of training his early memory; and in this way you must try to provide him with a storehouse of knowledge which will serve for his education in youth and his conduct throughout life. True, this method does not produce infant prodigies, nor will it reflect glory upon their tutors and governesses, but it produces men, strong, right-thinking men, vigorous both in mind and body, men who do not win admiration as children, but honour as men.

The militants of ethnicity contend that a main objective of public education should be the protection, strengthening, celebration, and perpetuation of ethnic origins and identities. Separatism, however, nourishes prejudices, magnifies differences, and stirs antagonisms. The consequent increase in ethnic and racial conflict lies behind the hullabaloo over "multiculturalism" and "political correctness", over the inequities of the "Eurocentric" curriculum, and over the notion that history and literature should be taught not as intellectual disciplines but as therapies whose function is to raise minority self-esteem.

No, Sir. There is no qualification for government but virtue and wisdom, actual or presumptive. Wherever they are actually found, they have, in whatever state, condition, profession, or trade, the passport of Heaven to human place and honor. Woe to the country which would madly and impiously reject the service of the talents and virtues, civil, military, or religious, that are given to grace and to serve it; and would condemn to obscurity everything formed to diffuse lustre and glory around a state! Woe to that country, too, that, passing into the opposite extreme, considers a low education, a mean, contracted view of things, a sordid, mercenary occupation, as a preferable title to command! Everything ought to be open,—but not indifferently to every man. No rotation, no appointment by lot, no mode of election operating in the spirit of sortition or rotation, can be generally good in a government conversant in extensive objects; because they have no tendency, direct or indirect, to select the man with a view to the duty, or to accommodate the one to the other. I do not hesitate to say that the road to eminence and power, from obscure condition, ought not to be made too easy, nor a thing too much of course. If rare merit be the rarest of all rare things, it ought to pass through some sort of probation.

From Bourcet he learnt the principle of calculated dispersion to induce the enemy to disperse their own concentration preparatory to the swift reuniting of his own forces. Also, the value of a 'plan with several branches', and of operating in a line which threatened alternative objectives. Moreover, the very plan which Napoleon executed in his first campaign was based on one that Bourcet had designed half a century earlier. Form Guibert he acquired an idea of the supreme value of mobility and fluidity of force, and of the potentialities inherent in the new distribution of an army in self-contained divisions. Guibert had defined the Napoleonic method when he wrote, a generation earlier: 'The art is to extend forces without exposing them, to embrace the enemy without being disunited, to link up the moves or the attacks to take the enemy in flank without exposing one's own flank.' And Guibert's prescription for the rear attack, as the means of upsetting the enemy's balance, became Napoleon's practice. To the same source can be traced Napoleon's method of concentrating his mobile artillery to shatter, and make a breach at, a key point in the enemy's front. Moreover, it was the practical reforms achieved by Guibert in the French army shortly before the Revolution which fashioned the instrument that Napoleon applied. Above all, it was Guibert's vision of a coming revolution in warfare, carried out by a man who would arise from a revolutionary state, that kindled the youthful Napoleon's imagination and ambition. While Napoleon added little to the ideas he had imbibed, he gave them fulfilment. Without his dynamic application the new mobility might have remained merely a theory. Because his education coincided with his instincts, and because these in turn were given scope by his circumstances, he was able to exploit the full possibilities of the new 'divisional' system. In developing the wider range of strategic combinations thus possible Napoleon made his chief contribution to strategy.

The fundamental problem with learning mathematics is that while the number sense may be genetic, exact calculation requires cultural tools—symbols and algorithms—that have been around for only a few thousand years and must therefore be absorbed by areas of the brain that evolved for other purposes. The process is made easier when what we are learning harmonizes with built-in circuitry. If we can’t change the architecture of our brains, we can at least adapt our teaching methods to the constraints it imposes. For nearly three decades, American educators have pushed “reform math,” in which children are encouraged to explore their own ways of solving problems. Before reform math, there was the “new math,” now widely thought to have been an educational disaster. (In France, it was called les maths modernes and is similarly despised.) The new math was grounded in the theories of the influential Swiss psychologist Jean Piaget, who believed that children are born without any sense of number and only gradually build up the concept in a series of developmental stages. Piaget thought that children, until the age of four or five, cannot grasp the simple principle that moving objects around does not affect how many of them there are, and that there was therefore no point in trying to teach them arithmetic before the age of six or seven.

How shortsighted and how uncultured, then, are the efforts of believers in Christ when they seek for snatches of worldly culture for themselves by placing themselves, as they think, on common ground with those who are not believers in Christ. How dishonoring to their Christ if they allow that any culture endures unless it be because of the power of his resurrection in the world. If you have been taken out of the miry clay, do you jump back into it because of some glistening objects that you see in it? Do you run back into the house now almost burned to the ground in order to save your silverware? It is only those who are believers in Christ that will inherit the earth and all the fulness thereof.

In a similar study conducted at Yale University, undergraduate participants were offered the opportunity to use the same kind of casuistry to maintain the occupational status quo. The students evaluated one of two applicants (Michael or Michelle) for the position of police chief. One applicant was streetwise, a tough risk-taker, popular with other officers, but poorly educated. By contrast, the educated applicant was well schooled, media savvy, and family oriented, but lacked street experience and was less popular with the other officers. The undergraduate participants judged the job applicant on various streetwise and education criteria, and then rated the importance of each criterion for success as a police chief. Participants who rated Michael inflated the importance of being an educated, media-savvy family man when these were qualities Michael possessed, but devalued these qualities when he happened to lack them. No such helpful shifting of criteria took place for Michelle. As a consequence, regardless of whether he was streetwise or educated, the demands of the social world were shaped to ensure that Michael had more of what it took to be a successful police chief. As the authors put it, participants may have ‘felt that they had chosen the right man for the job, when in fact they had chosen the right job criteria for the man.’21 Ironically, the people who were most convinced of their own objectivity discriminated the most.

The alienating effects of wealth and modernity on the human experience start virtually at birth and never let up. Infants in hunter-gatherer societies are carried by their mothers as much as 90 percent of the time, which roughly corresponds to carrying rates among other primates. One can get an idea of how important this kind of touch is to primates from an infamous experiment conducted in the 1950s by a primatologist and psychologist named Harry Harlow. Baby rhesus monkeys were separated from their mothers and presented with the choice of two kinds of surrogates: a cuddly mother made out of terry cloth or an uninviting mother made out of wire mesh. The wire mesh mother, however, had a nipple that dispensed warm milk. The babies took their nourishment as quickly as possible and then rushed back to cling to the terry cloth mother, which had enough softness to provide the illusion of affection. Clearly, touch and closeness are vital to the health of baby primates—including humans. In America during the 1970s, mothers maintained skin-to-skin contact with babies as little as 16 percent of the time, which is a level that traditional societies would probably consider a form of child abuse. Also unthinkable would be the modern practice of making young children sleep by themselves. In two American studies of middle-class families during the 1980s, 85 percent of young children slept alone in their own room—a figure that rose to 95 percent among families considered “well educated.” Northern European societies, including America, are the only ones in history to make very young children sleep alone in such numbers. The isolation is thought to make many children bond intensely with stuffed animals for reassurance. Only in Northern European societies do children go through the well-known developmental stage of bonding with stuffed animals; elsewhere, children get their sense of safety from the adults sleeping near them. The point of making children sleep alone, according to Western psychologists, is to make them “self-soothing,” but that clearly runs contrary to our evolution. Humans are primates—we share 98 percent of our DNA with chimpanzees—and primates almost never leave infants unattended, because they would be extremely vulnerable to predators. Infants seem to know this instinctively, so being left alone in a dark room is terrifying to them. Compare the self-soothing approach to that of a traditional Mayan community in Guatemala: “Infants and children simply fall asleep when sleepy, do not wear specific sleep clothes or use traditional transitional objects, room share and cosleep with parents or siblings, and nurse on demand during the night.” Another study notes about Bali: “Babies are encouraged to acquire quickly the capacity to sleep under any circumstances, including situations of high stimulation, musical performances, and other noisy observances which reflect their more complete integration into adult social activities.

When we have to pay a lot for something nice, we appreciate it to the full. Yet as its price in the market falls, passion has a habit of fading away. Why, then, do we associate a cheap price with lack of value? Our response is a hangover from our long preindustrial past. For most of human history, there truly was a strong correlation between cost and value: The higher the price, the better things tended to be, because there was simply no way both for prices to be low and for quality to be high. It is not that we refuse to buy inexpensive or cheap things. It's just that getting excited over cheap things has come to seem a little bizarre. How do we reverse this? The answer lies in a slightly unexpected area: the mind of a four-year-old. Children have two advantages: They don't know what they're supposed to like and they don't understand money, so price is never a guide to value for them. We buy them a costly wooden toy made by Swedish artisans who hope to teach lessons in symmetry and find that they prefer the cardboard box that it came in. If asked to put a price on things, children tend to answer by the utility and charm of an object, not its manufacturing costs. We have been looking at prices the wrong way. We have fetishised them as tokens of intrinsic value; we have allowed them to set how much excitement we are allowed to have in given areas, how much joy is to be mined in particular places. But prices were never meant to be like this: We are breathing too much life into them and thereby dulling too many of our responses to the inexpensive world. At a certain age, something very debilitating happens to children. They start to learn about "expensive" and "cheap" and absorb the view that the more expensive something is, the better it may be. They are encouraged to think well of saving up pocket money and to see the "big" toy they are given as much better than the "cheaper" one. We can't directly go backwards; we can't forget what we know of prices. However, we can pay less attention to what things cost and more to our own responses. We need to rethink our relationship to prices. The price of something is principally determined by what it cost to make, not how much human value is potentially to be derived from it.

Currently the best educated and the brightest minds of any nation are not among its elected, but among its public, and in much greater numbers. But even having a great number of the best and the brightest amongst us does not make us capable of installing a working version of direct democracy right away. People who claim that it does, may be there to voluntarily or involuntarily damage the credibility of direct democracy. Direct democracy needs a yet inexistent infrastructure to support the new mechanism that will render the public capable of constituting the experience necessary to domesticate direct democracy, without destabilizing our societies with needless haste, emotions and fractures. One way of doing it may be the constitution of a nation-wide, internet reliant hence fluid, non-political organism parallel but totally hermetic to our representative democracies, with a unique objective: creating the means, platforms and protocols necessary for the public and all the specialists it contains, to communicate horizontally. The public may decide to keep for the moment our representative democracies, but in parallel create an experimental version of direct democracy until we all acquire the necessary perspective and invent new working mechanisms of self-governance. Later the public may decide to have both representative and direct democracies sharing governance for a time, and experience first-hand the advantages and disadvantages of both systems before deciding where to go from there.

They contend, in their frenzy, that Cuba exports revolutions. There is room for the idea in their commercial, sleepless and pawnbroker minds, that revolutions can be bought or sold, rented, loaned, exported or imported as one more commodity. Ignorant of the objective laws which rule the development of human society, they believe that their monopolist, capitalist and semi-feudal regimes are eternal. Educated in their own reactionary ideology - a mixture of superstition, ignorance, subjectivism, pragmatism and other aberrations of the mind - they hold an image of the world and of the march of history which accords with their exploiting class interests. They presume that revolutions are born or die in the brains of individuals or by virtue of divine laws, and that the gods are on their side.

But why bother with guests at all? The virtual community is larger and less trouble than the relatives and friends upon whom self-fundraisers had been drawing. The pioneers in using the Internet to ask strangers for money patterned themselves on the causes of reputable charity—such as donating toward education or helping the ill—except for designating themselves the sole beneficiaries. A breakthrough was achieved when it was discovered that asking for money for luxuries also brought results. These practices are no less vulgar for having become commonplace. There is no polite way to tell people to give you money or objects, and no polite way to entertain people at their expense. Begging is the last resort of the desperate, not a social form requiring others to help people live beyond their means.

One of the main purposes of university education is to escape from the Zeitgeist, from the mean, narrow, provincial spirit which is constantly assuring us that we are at the peak of human achievement, that we stand on the edge of unprecedented prosperity or an unparalleled catastrophe; that the next summit conference is going to be the most fateful in history or that the leader of the day is either the greatest, or the most disastrous, of all time. It is a liberation of the spirit to acquire perspective, to recognize that every generation is confronted by problems of the utmost subjective urgency, but that an objective grading is probably impossible; to learn that the same moral predicaments and the same ideas have been explored before. One need read very little in political theory to become aware of recurrences and repetitions.

Gradually and reluctantly, however, I realized that the wrath directed at elitism has less to do with money than with populist, egalitarian scorn for the very kinds of intellectual distinction-making I hold most dear: respect and even deference toward leadership and position; esteem for accomplishment, especially when achieved through long labor and rigorous education; reverence for heritage, particularly in history, philosophy, and culture; commitment to rationalism and scientific investigation; upholding of objective standards; most important, the willingness to assert unyieldingly that one idea, contribution or attainment is better than another. The worst aspect of what gets called “political correctness” these days is the erosion of the intellectual confidence needed to sort out, and rank, competing values. It used to be that intellectual debate centered on the results of such assessment.

The Impression that Pakistan being an Islamic State is thereby a Theocratic State is being sedulously fostered in certain quarters with the sole object of discrediting her in the eyes of the world. To anyone conversant with the basic principles of Islam, it should be obvious that in the fields of civics, Islam has always stood on complete social democracy and social justice, as the history of the early Caliphs will show, and has not sanctioned government by a sacerdotal class deriving its authority from God. The ruler and the ruled alike are #equal before Islamic Law, and the ruler, far from being a vicegerent of God on earth, is but a representative of people who have chosen him to serve them...Islam has not recognized any distinction between man and man based on sex, race or worldly possessions..." ---Fazul Rahman, First Education Minister of Pakistan, All Pakistan Educational Conference, Karachi, Nov 1947

The events of the last forty years have inflicted such a blow to the self confidence of Western civilization and to the belief in progress which was so strong during the nineteenth century, that men tend to go too far in the opposite direction: in fact the modern world is experiencing the same kind of danger which was so fatal to the ancient world--the crisis of which Gilbert Murray writes in his Four Stages of Greek Religion as "The Loss of Nerve.” There have been signs of this in Western literature for a long time past, and it has already had a serious effect on Western culture an education. This is the typical tragedy of the intelligentsia as shown in nineteenth century Russia and often in twentieth century Germany: the case of a society or class devoting enormous efforts to higher education and to the formation of an intellectual elite and then finding that the final result of the system is to breed a spirit of pessimism and nihilism and revolt. There was something seriously wrong about an educational system which cancelled itself out in this way, which picked out the ablest minds in a society and subjected them to an intensive process of competitive development which ended in a revolutionary or cynical reaction against the society that produced it. But behind these defects of an over-cerebralized and over-competitive method of education, there is the deeper cause in the loss of the common spiritual background which unifies education with social life. For the liberal faith in progress which inspired the nineteenth century was itself a substitute for the simpler and more positive religious faith which was the vital bond of the Western community. If we wish to understand our past and the inheritance of Western culture, we have to go behind the nineteenth century development and study the old spiritual community of Western Christendom as an objective historical reality.

In England, it becomes every day more and more the custom to send young people to travel in foreign countries immediately upon their leaving school, and without sending them to any university. Our young people, it is said, generally return home much improved by their travels. A young man, who goes abroad at seventeen or eighteen, and returns home at one-and-twenty, returns three or four years older than he was when he went abroad; and at that age it is very difficult not to improve a good deal in three or four years. In the course of his travels, he generally acquires some knowledge of one or two foreign languages; a knowledge, however, which is seldom sufficient to enable him either to speak or write them with propriety. In other respects, he commonly returns home more conceited, more unprincipled, more dissipated, and more incapable of my serious application, either to study or to business, than he could well have become in so short a time had he lived at home. By travelling so very young, by spending in the most frivolous dissipation the most previous years of his life, at a distance from the inspection and control of his parents and relations, every useful habit, which the earlier parts of his education might have had some tendency to form in him, instead of being riveted and confirmed, is almost necessarily either weakened or effaced. Nothing but the discredit into which the universities are allowing themselves to fall, could ever have brought into repute so very absurd a practice as that of travelling at this early period of life. By sending his son abroad, a father delivers himself, at least for some time, from so disagreeable an object as that of a son unemployed, neglected, and going to ruin before his eyes. Such have been the effects of some of the modern institutions for education. Different plans and different institutions for education seem to have taken place in other ages and nations.

If one follows one’s nature and not one’s education one becomes a child again and begins to play with things; the bread becomes a mountain to bore tunnels into, and the bed a cave, a garden, a snow field. Something of this child-likeness, this genius for play, is exhibited by the second type of reader. This reader treasures neither the substance nor the form of a book as its single most important value. He knows, in the way children know, that every object can have ten or a hundred meanings for the mind. He can, for example, watch a poet or philosopher struggling to persuade himself and this reader of his interpretation and evaluation of things, and he can smile because he sees in the apparent choice and freedom of the poet simply compulsion and passivity. This reader is already so far advanced that he knows what professors of literature and literary critics are mostly completely ignorant of: the there is no such thing as a free choice of material or form.

Also, even if technocrats provide reasonable estimates of a risk, which itself is an iffy enterprise, they cannot dictate what level of risk people ought to accept. People might object to a nuclear power plant that has a minuscule risk of a meltdown not because they overestimate the risk, but because they feel that the cost of a catastrophe, no matter how remote, are too dreadful. And of course any of these trade-offs may be unacceptable if people perceive that the benefits would go to the wealthy and powerful while they themselves absorb the risks. Nonetheless, understanding the difference between our best science and our ancient ways of thinking can only make our individual and collective decisions better informed. It can help scientists and journalists explain a new technology in the face of the most common misunderstandings. And it can help all of us understand the technology so that we can accept or reject it on grounds that we can justify to ourselves and to others.

Although quick to become bored by everything, I am always patient with the smallest details: I am endowed with the fortitude to face every impediment and, even when I grow weary of my object, my persistence is always greater than my boredom. I have never abandoned any project worth the trouble of completing. There are many things in my life that I have pursued for fifteen or twenty years with as much ardor on the last day as the first. My supple intelligence has extended itself to secondary matters also. I was deft at chess, skilled at billiards, hunting, and fencing, and I was a passable draughtsman. I would have sung well, too, if my voice had been trained. All this, combined with my unusual education and my experience as a soldier and a traveler, explains why I have never been a pedant, nor ever displayed the dull conceit, awkwardness, and slovenliness of the literary men of the last century, nor the arrogant self-assurance, the vain and envious braggadocio, of the new authors.

The discords of our experience--delight in change, fear of change; the death of the individual and the survival of the species, the pains and pleasures of love, the knowledge of light and dark, the extinction and the perpetuity of empires--these were Spenser's subject; and they could not be treated without this third thing, a kind of time between time and eternity. He does not make it easy to extract philosophical notions from his text; but that he is concerned with the time-defeating aevum and uses it as a concord-fiction, I have no doubt. 'The seeds of knowledge,' as Descartes observed, 'are within us like fire in flint; philosophers educe them by reason, but the poets strike them forth by imagination, and they shine the more clearly.' We leave behind the philosophical statements, with their pursuit of logical consequences and distinctions, for a free, self-delighting inventiveness, a new imagining of the problems. Spenser used something like the Augustinian seminal reasons; he was probably not concerned about later arguments against them, finer discriminations. He does not tackle the questions, in the Garden cantos, of concreation, but carelessly--from a philosophical point of view--gives matter chronological priority. The point that creation necessitates mutability he may have found in Augustine, or merely noticed for himself, without wondering how it could be both that and a consequence of the Fall; it was an essential feature of one's experience of the world, and so were all the arguments, precise or not, about it. Now one of the differences between doing philosophy and writing poetry is that in the former activity you defeat your object if you imitate the confusion inherent in an unsystematic view of your subject, whereas in the second you must in some measure imitate what is extreme and scattering bright, or else lose touch with that feeling of bright confusion. Thus the schoolmen struggled, when they discussed God, for a pure idea of simplicity, which became for them a very complex but still rational issue: for example, an angel is less simple than God but simpler than man, because a species is less simple than pure being but simpler than an individual. But when a poet discusses such matters, as in say 'Air and Angels,' he is making some human point, in fact he is making something which is, rather than discusses, an angel--something simple that grows subtle in the hands of commentators. This is why we cannot say the Garden of Adonis is wrong as the Faculty of Paris could say the Averroists were wrong. And Donne's conclusion is more a joke about women than a truth about angels. Spenser, though his understanding of the expression was doubtless inferior to that of St. Thomas, made in the Garden stanzas something 'more simple' than any section of the Summa. It was also more sensuous and more passionate. Milton used the word in his formula as Aquinas used it of angels; poetry is more simple, and accordingly more difficult to talk about, even though there are in poetry ideas which may be labelled 'philosophical.

The third and last type of reader … is apparently the exact reverse of what is generally called a “good” reader. He is so completely an individual, so very much himself, that he confronts his reading matter with complete freedom. He wishes neither to educate nor to entertain himself, he uses a book exactly like any other object in the world, for him it is simply a point of departure and a stimulus. Essentially it makes no difference to him what he reads. He does not need a philosopher in order to learn from him, to adopt his teaching, or to attack or criticize him. He does not read a poet to accept his interpretation of the world; he interprets it for himself. He is, if you like, completely a child... [This reader] has known for a long time that for each truth the opposite also is true. He has known for a long time that every intellectual point of view is a pole to which an equally valid antipole exists. He is a child insofar as he puts a high value on associative thinking, but he knows the other sort as well.

Letter II To Mrs. Saville, England. Archangel, 28th March, 17—. How slowly the time passes here, encompassed as I am by frost and snow! Yet a second step is taken towards my enterprise. I have hired a vessel and am occupied in collecting my sailors; those whom I have already engaged appear to be men on whom I can depend and are certainly possessed of dauntless courage. But I have one want which I have never yet been able to satisfy, and the absence of the object of which I now feel as a most severe evil, I have no friend, Margaret: when I am glowing with the enthusiasm of success, there will be none to participate my joy; if I am assailed by disappointment, no one will endeavour to sustain me in dejection. I shall commit my thoughts to paper, it is true; but that is a poor medium for the communication of feeling. I desire the company of a man who could sympathise with me, whose eyes would reply to mine. You may deem me romantic, my dear sister, but I bitterly feel the want of a friend. I have no one near me, gentle yet courageous, possessed of a cultivated as well as of a capacious mind, whose tastes are like my own, to approve or amend my plans. How would such a friend repair the faults of your poor brother! I am too ardent in execution and too impatient of difficulties. But it is a still greater evil to me that I am self-educated: for the first fourteen years of my life I ran wild on a common and read nothing but our Uncle Thomas' books of voyages. At that age I became acquainted with the celebrated poets of our own country; but it was only when it had ceased to be in my power to derive its most important benefits from such a conviction that I perceived the necessity of becoming acquainted with more languages than that of my native country. Now I am twenty-eight and am in reality more illiterate than many schoolboys of fifteen. It is true that I have thought more and that my daydreams are more extended and magnificent, but they want (as the painters call it) keeping; and I greatly need a friend who would have sense enough not to despise me as romantic, and affection enough for me to endeavour to regulate my mind.

The objection that science is self-correcting and thus needs no outside interference overlooks, first, that every enterprise is self-correcting (look at what happened to the Catholic Church after Vatican II) and, secondly, that in a democracy the self-correction of the whole which tries to achieve more humane ways of living overrules the self-correction of the parts which has a more narrow aim -- unless the parts are given temporary independence. Hence in a democracy local populations not only will, but also should, use the sciences in ways most suitable to them. The objection that citizens do not have the expertise to judge scientific matters overlooks that important problems often lie across the boundaries of various sciences so that scientists within these sciences don't have the needed expertise either. Moreover, doubtful cases always produce experts for the one side, experts for the other side, and experts in between. But the competence of the general public could be vastly improved by an education that exposes expert fallibility instead of acting as if it did not exist. (Chapter 19)

I still have no choice but to bring out Minerva instead.” “But Minerva doesn’t care about men,” young Charlotte said helpfully. “She prefers dirt and rocks.” “It’s called geology,” Minerva said. “It’s a science.” “It’s certain spinsterhood, is what it is! Unnatural girl. Do sit straight in your chair, at least.” Mrs. Highwood sighed and fanned harder. To Susanna, she said, “I despair of her, truly. This is why Diana must get well, you see. Can you imagine Minerva in Society?” Susanna bit back a smile, all too easily imagining the scene. It would probably resemble her own debut. Like Minerva, she had been absorbed in unladylike pursuits, and the object of her female relations’ oft-voiced despair. At balls, she’d been that freckled Amazon in the corner, who would have been all too happy to blend into the wallpaper, if only her hair color would have allowed it. As for the gentlemen she’d met…not a one of them had managed to sweep her off her feet. To be fair, none of them had tried very hard. She shrugged off the awkward memories. That time was behind her now. Mrs. Highwood’s gaze fell on a book at the corner of the table. “I am gratified to see you keep Mrs. Worthington close at hand.” “Oh yes,” Susanna replied, reaching for the blue, leatherbound tome. “You’ll find copies of Mrs. Worthington’s Wisdom scattered everywhere throughout the village. We find it a very useful book.” “Hear that, Minerva? You would do well to learn it by heart.” When Minerva rolled her eyes, Mrs. Highwood said, “Charlotte, open it now. Read aloud the beginning of Chapter Twelve.” Charlotte reached for the book and opened it, then cleared her throat and read aloud in a dramatic voice. “’Chapter Twelve. The perils of excessive education. A young lady’s intellect should be in all ways like her undergarments. Present, pristine, and imperceptible to the casual observer.’” Mrs. Highwood harrumphed. “Yes. Just so. Hear and believe it, Minerva. Hear and believe every word. As Miss Finch says, you will find that book very useful.” Susanna took a leisurely sip of tea, swallowing with it a bitter lump of indignation. She wasn’t an angry or resentful person, as a matter of course. But once provoked, her passions required formidable effort to conceal. That book provoked her, no end. Mrs. Worthington’s Wisdom for Young Ladies was the bane of sensible girls the world over, crammed with insipid, damaging advice on every page. Susanna could have gleefully crushed its pages to powder with a mortar and pestle, labeled the vial with a skull and crossbones, and placed it on the highest shelf in her stillroom, right beside the dried foxglove leaves and deadly nightshade berries. Instead, she’d made it her mission to remove as many copies as possible from circulation. A sort of quarantine. Former residents of the Queen’s Ruby sent the books from all corners of England. One couldn’t enter a room in Spindle Cove without finding a copy or three of Mrs. Worthington’s Wisdom. And just as Susanna had told Mrs. Highwood, they found the book very useful indeed. It was the perfect size for propping a window open. It also made an excellent doorstop or paperweight. Susanna used her personal copies for pressing herbs. Or occasionally, for target practice. She motioned to Charlotte. “May I?” Taking the volume from the girl’s grip, she raised the book high. Then, with a brisk thwack, she used it to crush a bothersome gnat. With a calm smile, she placed the book on a side table. “Very useful indeed.

Agreeable even though the rector, when he arrived some years earlier, had looked around, seen a fair number of Bajians and Barbadians, who were Church of England—many of them domestics working for East Orange’s white rich, many of them island people who knew their place and sat at the back and thought they were accepted—leaned on his pulpit, and, before beginning the sermon on his first Sunday, said, “I see we have some colored families here. We’ll have to do something about that.” After consulting with the seminary in New York, he had seen to it that various services and Sunday schools for the colored were conducted, outside basic church law, in the colored families’ houses. Later, the swimming pool at the high school was shut down by the school superintendent so that the white kids wouldn’t have to swim with the colored kids. A big swimming pool, used for swimming classes and a swimming team, a part of the physical education program for years, but since there were objections from some of the white kids’ parents who were employers of the black kids’ parents—the ones working as maids and housemen and chauffeurs and gardeners and yardmen—the pool was drained and covered over.

to be open and straightforward about their needs for attention in a social setting. It is equally rare for members of a group in American culture to honestly and openly express needs that might be in conflict with that individual’s needs. This value of not just honestly but also openly fully revealing the true feelings and needs present in the group is vital for it’s members to feel emotional safe. It is also vital to keeping the group energy up and for giving the feedback that allows it’s members to know themselves, where they stand in relation to others and for spiritual/psychological growth. Usually group members will simply not object to an individual’s request to take the floor—but then act out in a passive-aggressive manner, by making noise or jokes, or looking at their watches. Sometimes they will take the even more violent and insidious action of going brain-dead while pasting a jack-o’-lantern smile on their faces. Often when someone asks to read something or play a song in a social setting, the response is a polite, lifeless “That would be nice.” In this case, N.I.C.E. means “No Integrity or Congruence Expressed” or “Not Into Communicating Emotion.” So while the sharer is exposing his or her vulnerable creation, others are talking, whispering to each other, or sitting looking like they are waiting for the dental assistant to tell them to come on back. No wonder it’s so scary to ask for people’s attention. In “nice” cultures, you are probably not going to get a straight, open answer. People let themselves be oppressed by someone’s request—and then blame that someone for not being psychic enough to know that “Yes” meant “No.” When were we ever taught to negotiate our needs in relation to a group of people? In a classroom? Never! The teacher is expected to take all the responsibility for controlling who gets heard, about what, and for how long. There is no real opportunity to learn how to nonviolently negotiate for the floor. The only way I was able to pirate away a little of the group’s attention in the school I attended was through adolescent antics like making myself fart to get a few giggles, or asking the teacher questions like, “Why do they call them hemorrhoids and not asteroids?” or “If a number two pencil is so popular, why is it still number two,” or “What is another word for thesaurus?” Some educational psychologists say that western culture schools are designed to socialize children into what is really a caste system disguised as a democracy. And in once sense it is probably good preparation for the lack of true democratic dynamics in our culture’s daily living. I can remember several bosses in my past reminding me “This is not a democracy, this is a job.” I remember many experiences in social groups, church groups, and volunteer organizations in which the person with the loudest voice, most shaming language, or outstanding skills for guilting others, controlled the direction of the group. Other times the pain and chaos of the group discussion becomes so great that people start begging for a tyrant to take charge. Many times people become so frustrated, confused and anxious that they would prefer the order that oppression brings to the struggle that goes on in groups without “democracy skills.” I have much different experiences in groups I work with in Europe and in certain intentional communities such as the Lost Valley Educational Center in Eugene, Oregon, where the majority of people have learned “democracy skills.” I can not remember one job, school, church group, volunteer organization or town meeting in mainstream America where “democracy skills” were taught or practiced.

Here had been grievous mismanagement; but, bad as it was, he gradually grew to feel that it had not been the most direful mistake in his plan of education. Something must have been wanting within, or time would have worn away much of its ill effect. He feared that principle, active principle, had been wanting; that they had never been properly taught to govern their inclinations and tempers by that sense of duty which can alone suffice. They had been instructed theoretically in their religion, but never required to bring it into daily practice. To be distinguished for elegance and accomplishments, the authorised object of their youth, could have had no useful influence that way, no moral effect on the mind. He had meant them to be good, but his cares had been directed to the understanding and manners, not the disposition; and of the necessity of self-denial and humility, he feared they had never heard from any lips that could profit them. Bitterly did he deplore a deficiency which now he could scarcely comprehend to have been possible. Wretchedly did he feel, that with all the cost and care of an anxious and expensive education, he had brought up his daughters without their understanding their first duties, or his being acquainted with their character and temper.

It is a truism today, in this highly technologically-developed culture, that students need technical computer skills. Equally truistic (and, not incidentally, true) is that the workplace has become highly technological. Even more truistic – and far more disturbing – are the shifts in education over the last two decades as public elementary schools, public and private high schools, and colleges and universities have invested scores of billions of dollars on “digital infrastructure,” computers, monitors and printers, “smart classrooms,” all to “meet the demands” of this new technological workplace. "We won’t dwell on the fact – an inconvenient truth? – that those technological investments have coincided with a decline in American reading behaviors, in reading and reading comprehension scores, in overall academic achievement, in the phenomenon – all too familiar to us in academia – of “grade inflation,” in an alarming collapse of our students’ understanding of their own history (to say nothing of the history of the rest of the world), rising ignorance of world and American geography, with an abandonment of the idea of objectivity, and with an increasingly subjective, even solipsistic, emphasis on personal experience. Ignore all this. Or, if we find it impossible to ignore, then let’s blame the teachers...

And was Mr. Rochester now ugly in my eyes? No, reader: gratitude, and many associations, all pleasurable and genial, made his face the object I best liked to see; his presence in a room was more cheering than the brightest fire. Yet I had not forgotten his faults; indeed, I could not, for he brought them frequently before me. He was proud, sardonic, harsh to inferiority of every description: in my secret soul I knew that his great kindness to me was balanced by unjust severity to many others. He was moody, too; unaccountably so; I more than once, when sent for to read to him, found him sitting in his library alone, with his head bent on his folded arms; and, when he looked up, a morose, almost a malignant, scowl blackened his features. But I believed that his moodiness, his harshness, and his former faults of morality (I say former, for now he seemed corrected of them) had their source in some cruel cross of fate. I believed he was naturally a man of better tendencies, higher principles, and purer tastes than such as circumstances had developed, education instilled, or destiny encouraged. I thought there were excellent materials in him; though for the present they hung together somewhat spoiled and tangled. I cannot deny that I grieved for his grief, whatever that was, and would have given much to assuage it.

There is an instinct for rank which, more than anything, is already an indication of a high rank. There is a delight in the nuances of respect which permits us to surmise a noble origin and habits. The refinement, good, and loftiness of a soul are put to a dangerous test when something goes past in front of it which is of the first rank, but which is not yet protected by the shudders of authority from prying clutches and crudities: something that goes its way unmarked, undiscovered, tempting, perhaps arbitrarily disguised and hidden, like a living touchstone. The man whose task and practice is to investigate souls will use precisely this art in a number of different forms in order to establish the ultimate value of a soul, the unalterable innate order of rank to which it belongs: he will put it to the test for its instinct of reverence. Différence engendre haine [difference engenders hatred]: the nastiness of some natures suddenly spurts out like dirty water when some sacred container, some precious object from a locked shrine, some book with marks of a great destiny is carried by. On the other hand, there is an involuntary falling silent, a hesitation in the eye, an end to all gestures, things which express that a soul feels close to something most worthy of reverence. The way in which reverence for the Bible in Europe has, on the whole, been maintained so far is perhaps the best piece of discipline and refinement of tradition for which Europe owes a debt of thanks to Christianity: such books of profundity and ultimate significance need for their protection an externally imposed tyranny of authority in order to last for those thousands of years which are necessary to exhaust them and sort out what they mean. Much has been achieved when in the great mass of people (the shallow ones and all sorts of people with diarrhoea) that feeling has finally been cultivated that they are not permitted to touch everything, that there are sacred experiences before which they have to pull off their shoes and which they must keep their dirty hands off - this is almost the highest intensification of their humanity. By contrast, perhaps nothing makes the so-called educated people, those who have faith in "modern ideas," so nauseating as their lack of shame, the comfortable impudence in their eyes and hands, with which they touch, lick, and grope everything, and it is possible that these days among a people, one still finds in the common folk, particularly among the peasants, more relative nobility of taste and tactful reverence than among the newspaper-reading demi-monde of the spirit, among the educated. Friedrich Nietzsche - Beyond Good and Evil

Of course the no-government ethics will meet with at least as many objections as the no-capital economics. Our minds have been so nurtured in prejudices as to the providential functions of government that anarchist ideas must be received with distrust. Our whole education, from childhood to the grave, nurtures the belief in the necessity of a government and its beneficial effects. Systems of philosophy have been elaborated to support this view; history has been written from this standpoint; theories of law have been circulated and taught for the same purpose. All politics are based on the same principle, each politician saying to people he wants to support him: “Give me the governmental power; I will, I can, relieve you from the hardships of your present life.” All our education is permeated with the same teachings. We may open any book of sociology, history, law, or ethics: everywhere we find government, its organisation, its deeds, playing so prominent a part that we grow accustomed to suppose that the State and the political men are everything; that there is nothing behind the big statesmen. The same teachings are daily repeated in the Press. Whole columns are filled up with minutest records of parliamentary debates, of movements of political persons. And, while reading these columns, we too often forget that besides those few men whose importance has been so swollen up as to overshadow humanity, there is an immense body of men—mankind, in fact—growing and dying, living in happiness or sorrow, labouring and consuming, thinking and creating. And yet, if we revert from the printed matter to our real life, and cast a broad glance on society as it is, we are struck with the infinitesimal part played by government in our life. Millions of human beings live and die without having had anything to do with government. Every day millions of transactions are made without the slightest interference of government; and those who enter into agreements have not the slightest intention of breaking bargains. Nay, those agreements which are not protected by government (those of the exchange, or card debts) am perhaps better kept than any others. The simple habit of keeping one's word, the desire of not losing confidence, are quite sufficient in an overwhelming majority of cases to enforce the keeping of agreements. Of course it may be said that there is still the government which might enforce them if necessary. But without speaking of the numberless cases which could not even be brought before a court, everyone who has the slightest acquaintance with trade will undoubtedly confirm the assertion that, if there were not so strong a feeling of honour in keeping agreements, trade itself would become utterly impossible.

If you proprose the idea of anarchism to a roomful of ordinary people, someone will almost inevitably object: but of course we can’t eliminate the state, prisons, and police. If we do, people will simply start killing one another. To most, this seems simple common sense. The odd thing about this prediction is that it can be empirically tested; in fact, it frequently has been empirically tested. And it turns out to be false. True, there are one or two cases like Somalia, where the state broke down when people were already in the midst of a bloody civil war, and warlords did not immediately stop killing each other when it happened (though in most respects, even in Somalia, a worst-case hypothesis, education, health, and other social indicators had actually improved twenty years after the dissolution of the central state!). And of course we hear about the cases like Somalia for the very reason that violence ensues. But in most cases, as I myself observed in parts of rural Madagascar, very little happens. Obviously, statistics are unavailable, since the absence of states generally also means the absence of anyone gathering statistics. However, I’ve talked to many anthropologists and others who’ve been in such places and their accounts are surprisingly similar. The police disappear, people stop paying taxes, otherwise they pretty much carry on as they had before. Certainly, they do not break into a Hobbesian "war of all against all." (p. 206)

As the result of its systems and of its efforts, it would seem that socialism, notwithstanding all its self-compaceny, can scarcely help perceiving the monster of legal plunder. But what does it do? It disguises it cleverly from others, and even from itself, under the seductive names of fraternity, solidarity, organization, association. And because we do not ask so much at the hands of the law, because we only ask it for justice, it alleges that we reject fraternity, solidarity, organization, and association; and they brand us with the name of individualists. We can assure them that what we repudiate is not natural organization, but forced organization. It is not free association, but the forms of association that they would impose upon us. It is not spontaneous fraternity, but legal fraternity. It is not providential solidarity, but artificial solidarity, which is only an unjust displacement of responsibility. Socialism, like the old policy from which it emanates, confounds Government and society. And so, every time we object to a thingbeing done by Government, it concludes that we object to its being done at all. We disapprove of education by the State--then we are against education altogether. We object to a State religion--then we would have no religion at all. We object to an equality which is brought about by the State then we are against equality, etc., etc. They might as well accuse us of wishing men not to eat, beacuse we object to the cultivation of corn by the State.

The two texts present us with an obvious dilemma. Both the Code of Hammurabi and the American Declaration of Independence claim to outline universal and eternal principles of justice, but according to the Americans all people are equal, whereas according to the Babylonians people are decidedly unequal. The Americans would, of course, say that they are right, and that Hammurabi is wrong. Hammurabi, naturally, would retort that he is right, and that the Americans are wrong. In fact, they are both wrong. Hammurabi and the American Found Fathers alike imagined a reality governed by universal and immutable principles of justice, such as equality or hierarchy. Yet the only place where such universal principles exist is in the fertile imagination of Sapiens, and in the myths they invent and tell one another. These principles have no objective validity. … Its likely that more than a few readers squired in their chairs while reading the preceding paragraphs. Most of us today are educated to react in such a way. It is easy to accept that Hammurabi’s Code was a myth, but we do not want to hear that human rights are also a myth. If people realise that human rights exist only in the imagination, isnt there a danger that our society will collapse? Voltaire said about God that ‘there is no God, but don’t tell that to my servant, lest he murder me at night’. Hammurabi would have said the same about his principle of hierarchy, and Thomas Jefferson about human rights.” -Sapiens, Yuval Noah Harari (2011).

According to Freud here, it is only by inhibiting or prohibiting sexual satisfaction that a more enduring investment can be made in someone. When real sexual satisfactions are thwarted, sexual desire for that person gives rise to a kind of symbolic idealization of him or her, leading to an affectionate current which is secondary, not primary. Idealization of the partner and affectionate love itself (we perhaps see the fullest expression of idealization in courtly love, as we shall see in Chapter 7) thus involve endless deferral and sublimation of the sexual drives. Affectionate love, which earlier in his work was either anaclitic or narcissistic (we shall turn to the latter of these in the second part of this book), here seems to involve idealization of the object, attention being paid to its spiritual merits as opposed to its sensual merits. Love is not considered here to precede sexual desire, but rather to result from the inhibition of sexual satisfaction. It leads to far greater excitement about the potential sexual partner than would have existed without such inhibition. In other words, restricted sexual access to the partner intensifies sexual excitation, ultimately leading to greater sexual satisfaction than would have been possible otherwise. Education or socialization channels the sexual drives so extensively into narrow pathways that they reach a feverish pitch and the sexual act becomes, in a certain sense, overvalued – this, Freud believes, is especially true of men. The idea here seems to be that the more a certain activity is inhibited or restricted, the more intense our desire for it becomes. As I have put it elsewhere, “prohibition eroticizes.

Reasons to keep books: To read them one day! If you hope to read the book one day, definitely keep it. It’s fine to be aspirational; no one else will keep score on what you have actually read. It’s great to dream and hope that one day you do have the time to read all your books. To tell your story. Some people give away every book they’ve read explaining, “What’s the point in keeping a book after I’ve read it if I’m not going to read it again? It’s someone else’s turn to read my copy now.” If that works for you, then only keep books on your shelves that you haven’t read yet. However you can probably understand that the books that you haven’t yet read only tell the story of your future, they don’t say much about where you’ve been and what made you who you are today. To make people think you’ve read the book! This one may be hard or easy for you to admit, but we don’t think there is any shame in it. Sometimes we hold on to books because they represent our aspirational selves, supporting the perception of how well read or intelligent we are. They are certainly the books our ideal selves would read, but in reality—if we had to admit it—we probably never will. We would argue that you should still have these books around. They are part of your story and who you want to be. To inspire someone else in your household to read those books one day. Perhaps it’s your kids or maybe your guests. Keeping books for the benefit of others is thoughtful and generous. At the very least, anyone who comes into your home will know that these are important books and will be exposed to the subjects and authors that you feel are important. Whether they actually read Charles Dickens or just know that he existed and was a prolific writer after seeing your books: mission accomplished! To retain sentimental value. People keep a lot of things that have sentimental value: photographs, concert ticket stubs, travel knickknacks. Books, we would argue, have deeper meaning as sentimental objects. That childhood book of your grandmother's— she may have spent hours and hours with it and perhaps it was instrumental in her education. That is much more impactful than a photograph or a ceramic figurine. You are holding in your hands what she held in her hands. This brings her into the present and into your home, taking up space on your shelves and acknowledging the thread of family and history that unites you. Books can do that in ways that other objects cannot. To prove to someone that you still have it! This may be a book that you are otherwise ready to give away, but because a friend gifted it, you want to make sure you have it on display when they visit. This I’ve found happens a lot with coffee table books. It can be a little frustrating when the biggest books are the ones you want to get rid of the most, yet, you are beholden to keeping them. This dilemma is probably better suited to “Dear Abby” than to our guidance here. You will know if it’s time to part ways with a book if you notice it frequently and agonize over the need to keep it to stay friends with your friend. You should probably donate it to a good organization and then tell your friend you spilled coffee all over it and had to give it away! To make your shelves look good! There is no shame in keeping books just because they look good. It’s great if your books all belong on your shelves for multiple reasons, but if it’s only one reason and that it is that it looks good, that is good enough for us. When you need room for new acquisitions, maybe cull some books that only look good and aren’t serving other purposes.

Through education, then, man must be made— First, subject to discipline; by which we must understand that influence which is always restraining our animal nature from getting the better of our manhood, either in the individual as such, or in man as a member of society. Discipline, then, is merely restraining unruliness. Secondly, education must also supply men with culture. This includes information and instruction. It is culture which brings out ability. Ability is the possession of a faculty which is capable of being adapted to various ends. Ability, therefore, does not determine any ends, but leaves that to circumstances as they arise afterwards. Some accomplishments are essentially good for everybody—reading and writing, for instance; others, merely in the pursuit of certain objects, such as music, which we pursue in order to make ourselves liked. Indeed, the various purposes to which ability may be put are almost endless. Thirdly, education must also supply a person with discretion (Klugheit), so that he may be able to conduct himself in society, that he may be liked, and that he may gain influence. For this a kind of culture is necessary which we call refinement (Civilisierung). The latter requires manners, courtesy, and a kind of discretion which will enable him to use all men for his own ends. This refinement changes according to the ever-changing tastes of different ages. Thus some twenty or thirty years ago ceremonies in social intercourse were still the fashion. Fourthly, moral training must form a part of education. It is not enough that a man shall be fitted for any end, but his disposition must be so trained that he shall choose none but good ends—good ends being those which are necessarily approved by everyone, and which may at the same time be the aim of everyone.

He strode forward, heedless of the murmuring that began among the women when they saw him. Then Sara turned, and her gaze met his. Instantly a guilty blush spread over her cheeks that told him all he needed to know about her intent. “Good afternoon, ladies,” he said in steely tones. “Class is over for today. Why don’t you all go up on deck and get a little fresh air?” When the women looked at Sara, she folded her hands primly in front of her and stared at him. “You have no right to dismiss my class, Captain Horn. Besides, we aren’t finished yet. I was telling them a story—” “I know. You were recounting Lysistrata.” Surprise flickered briefly in her eyes, but then turned smug and looked down her aristocratic little nose at him. “Yes, Lysistrata,” she said in a sweet voice that didn’t fool him for one minute. “Surely you have no objection to my educating the women on the great works of literature, Captain Horn.” “None at all.” He set his hands on his hips. “But I question your choice of material. Don’t you think Aristophanes is a bit beyond the abilities of your pupils?” He took great pleasure in the shock that passed over Sara’s face before she caught herself. Ignoring the rustle of whispers among the women, she stood a little straighter. “As if you know anything at all about Aristophanes.” “I don’t have to be an English lordling to know literature, Sara. I know all the blasted writers you English make so much of. Any one of them would have been a better choice for your charges than Aristophanes.” As she continued to glower at him unconvinced, he scoured his memory, searching through the hundreds of verse passages his English father had literally pounded into him. “You might have chosen Shakespeare’s The Taming of the Shrew, for example—‘fie, fie! Unknit that threatening unkind brow. / And dart not scornful glances from those eyes / to wound thy lord, thy king, thy governor.’” It had been a long time since he’d recited his father’s favorite passages of Shakespeare, but the words were as fresh as if he’d learned them only yesterday. And if anyone knew how to use literature as a weapon, he did. His father had delighted in tormenting him with quotes about unrepentant children. Sara gaped at him as the other women looked from him to her in confusion. “How . . . I mean . . . when could you possibly—” “Never mind that. The point us, you’re telling them the tale of Lysistrata when what you should be telling them is ‘thy husband is thy lord, thy life, thy keeper. /thy head, thy sovereign; one that cares for thee / and for thy maintenance commits his body / to painful labour by both sea and land.’” Her surprise at this knowledge of Shakespeare seemed to vanish as she recognized the passage he was quoting—the scene where Katherine accepts Petruchio as her lord and master before all her father’s guests. Sara’s eyes glittered as she stepped from among the women and came nearer to him. “We are not your wives yet. And Shakespeare also said ‘sigh no more, ladies, sigh no more / men were deceivers ever / one foot on sea and one on shore / to one thing constant never.’” “Ah, yes. Much Ado About Nothing. But even Beatrice changes her tune in the end, doesn’t she? I believe it’s Beatrice who says, ‘contempt, farewell! And maiden pride, adieu! / no glory lives behind the back of such./ and Benedick, love on, I will requite thee, / taming my wild heart to thy loving hand.’” “She was tricked into saying that! She was forced to acknowledge him as surely as you are forcing us!” “Forcing you?” he shouted. “You don’t know the meaning of force! I swear, if you—” He broke off when he realized that the women were staring at him with eyes round and fearful. Sara was twisting his words to make him sound like a monster. And succeeding, too, confound her.

The educational goal of self-esteem seems to habituate young people to work that lacks objective standards and revolves instead around group dynamics. When self-esteem is artificially generated, it becomes more easily manipulable, a product of social technique rather than a secure possession of one’s own based on accomplishments. Psychologists find a positive correlation between repeated praise and “shorter task persistence, more eye-checking with the teacher, and inflected speech such that answers have the intonation of questions.” 36 The more children are praised, the more they have a stake in maintaining the resulting image they have of themselves; children who are praised for being smart choose the easier alternative when given a new task. 37 They become risk-averse and dependent on others. The credential loving of college students is a natural response to such an education, and prepares them well for the absence of objective standards in the job markets they will enter; the validity of your self-assessment is known to you by the fact it has been dispensed by gatekeeping institutions. Prestigious fellowships, internships, and degrees become the standard of self-esteem. This is hardly an education for independence, intellectual adventurousness, or strong character. “If you don’t vent the drain pipe like this, sewage gases will seep up through the water in the toilet, and the house will stink of shit.” In the trades, a master offers his apprentice good reasons for acting in one way rather than another, the better to realize ends the goodness of which is readily apparent. The master has no need for a psychology of persuasion that will make the apprentice compliant to whatever purposes the master might dream up; those purposes are given and determinate. He does the same work as the apprentice, only better. He is able to explain what he does to the apprentice, because there are rational principles that govern it. Or he may explain little, and the learning proceeds by example and imitation. For the apprentice there is a progressive revelation of the reasonableness of the master’s actions. He may not know why things have to be done a certain way at first, and have to take it on faith, but the rationale becomes apparent as he gains experience. Teamwork doesn’t have this progressive character. It depends on group dynamics, which are inherently unstable and subject to manipulation. On a crew,

Most disconcerting of all were those experiences in which the patient's consciousness appeared to expand beyond the usual boundaries of the ego and explore what it was like to be other living things and even other objects. For example, Grof had one female patient who suddenly became convinced she had assumed the identity of a female prehistoric reptile. She not only gave a richly detailed description of what it felt like to be encapsuled in such a form, but noted that the portion of the male of the species' anatomy she found most sexually arousing was a patch of colored scales on the side of its head. Although the woman had no prior knowledge of such things, a conversation Grof had with a zoologist later confirmed that in certain species of reptiles, colored areas on the head do indeed play an important role as triggers of sexual arousal. Patients were also able to tap into the consciousness of their relatives and ancestors. One woman experienced what it was like to be her mother at the age of three and accurately described a frightening event that had befallen her mother at the time. The woman also gave a precise description of the house her mother had lived in as well as the white pinafore she had been wearing—all details her mother later confirmed and admitted she had never talked about before. Other patients gave equally accurate descriptions of events that had befallen ancestors who had lived decades and even centuries before. Other experiences included the accessing of racial and collective memories. Individuals of Slavic origin experienced what it was like to participate in the conquests of Genghis Khan's Mongolian hordes, to dance in trance with the Kalahari bushmen, to undergo the initiation rites of the Australian aborigines, and to die as sacrificial victims of the Aztecs. And again the descriptions frequently contained obscure historical facts and a degree of knowledge that was often completely at odds with the patient's education, race, and previous exposure to the subject. For instance, one uneducated patient gave a richly detailed account of the techniques involved in the Egyptian practice of embalming and mummification, including the form and meaning of various amulets and sepulchral boxes, a list of the materials used in the fixing of the mummy cloth, the size and shape of the mummy bandages, and other esoteric facets of Egyptian funeral services. Other individuals tuned into the cultures of the Far East and not only gave impressive descriptions of what it was like to have a Japanese, Chinese, or Tibetan psyche, but also related various Taoist or Buddhist teachings.

The first objection is that it is rubbish to talk about natural meanings and purposes, because we merely imagine such things. According to the objector's way of thinking, meanings and purposes aren't natural—they aren't really in the things themselves—they are merely in the eye of the beholder. But is this true? Take the lungs, for example. When we say that their purpose is to oxygenate the blood, are we just making that up? Of course not. The purpose of oxygenation isn't in the eye of the beholder; it's in the design of the lungs themselves. There is no reason for us to have lungs apart from it. Suppose a young man is more interested in using his lungs to get high by sniffing glue. What would you think of me if I said, “That's interesting—I guess the purpose of my lungs is to oxygenate my blood, but the purpose of his lungs is to get high?” You'd think me a fool, and rightly so. By sniffing glue, he doesn't change the purpose built into his lungs, he only violates it. We can ascertain the purposes of the other features of our design in the same way. The purpose of the eyes is to see, the purpose of the heart is to pump blood, the purpose of the thumb is to oppose the fingers so as to grasp, the purpose of the capacity for anger is to protect endangered goods, and so on. If we can ascertain the meanings and purposes of all those other powers, there is no reason to think that we cannot ascertain the meanings and purposes of the sexual powers. Natural function and personal meaning are not alien to each other. They are connected. In a rightly ordered way of thinking, they turn out to be different angles of vision on the same thing. The second objection is that it doesn't make any difference even if we can ascertain the meanings or purposes of the sexual powers, because an is does not imply an ought. This dogma too is false. If the purpose of eyes is to see, then eyes that see well are good eyes, and eyes that see poorly are poor ones. Given their purpose, this is what it means for eyes to be good. Moreover, good is to be pursued; the appropriateness of pursuing it is what it means for anything to be good. Therefore, the appropriate thing to do with poor eyes is try to turn them into good ones. If it really were impossible to derive an ought from the is of the human design, then the practice of medicine would make no sense. Neither would the practice of health education. Consider the young glue-sniffer again. How should we advise him? Is the purpose of his lungs irrelevant? Should we say to him, “Sniff all you want, because an is does not imply an ought”? Of course not; we should advise him to kick the habit. We ought to respect the is of our design. Nothing in us should be put into action in a way that flouts its inbuilt meanings and purposes.

The alienating effects of wealth and modernity on the human experience start virtually at birth and never let up. Infants in hunter-gatherer societies are carried by their mothers as much as 90 percent of the time, which roughly corresponds to carrying rates among other primates. One can get an idea of how important this kind of touch is to primates from an infamous experiment conducted in the 1950s by a primatologist and psychologist named Harry Harlow. Baby rhesus monkeys were separated from their mothers and presented with the choice of two kinds of surrogates: a cuddly mother made out of terry cloth or an uninviting mother made out of wire mesh. The wire mesh mother, however, had a nipple that dispensed warm milk. The babies took their nourishment as quickly as possible and then rushed back to cling to the terry cloth mother, which had enough softness to provide the illusion of affection. Clearly, touch and closeness are vital to the health of baby primates—including humans. In America during the 1970s, mothers maintained skin-to-skin contact with babies as little as 16 percent of the time, which is a level that traditional societies would probably consider a form of child abuse. Also unthinkable would be the modern practice of making young children sleep by themselves. In two American studies of middle-class families during the 1980s, 85 percent of young children slept alone in their own room—a figure that rose to 95 percent among families considered “well educated.” Northern European societies, including America, are the only ones in history to make very young children sleep alone in such numbers. The isolation is thought to make many children bond intensely with stuffed animals for reassurance. Only in Northern European societies do children go through the well-known developmental stage of bonding with stuffed animals; elsewhere, children get their sense of safety from the adults sleeping near them. The point of making children sleep alone, according to Western psychologists, is to make them “self-soothing,” but that clearly runs contrary to our evolution. Humans are primates—we share 98 percent of our DNA with chimpanzees—and primates almost never leave infants unattended, because they would be extremely vulnerable to predators. Infants seem to know this instinctively, so being left alone in a dark room is terrifying to them. Compare the self-soothing approach to that of a traditional Mayan community in Guatemala: “Infants and children simply fall asleep when sleepy, do not wear specific sleep clothes or use traditional transitional objects, room share and cosleep with parents or siblings, and nurse on demand during the night.” Another study notes about Bali: “Babies are encouraged to acquire quickly the capacity to sleep under any circumstances, including situations of high stimulation, musical performances, and other noisy observances which reflect their more complete integration into adult social activities