Vessel Education Quotes

The mind is not a vessel to be filled, but a fire to be kindled.

Education is the kindling of a flame, not the filling of a vessel.

My education has been so unwitting I can't quite tell which of my thoughts come from me and which from my books, but that's how I've stayed attuned to myself and the world around me for the past thirty-five years. Because when I read, I don't really read; I pop a beautiful sentence into my mouth and suck it like a fruit drop, or I sip it like a liqueur until the thought dissolves in me like alcohol, infusing brain and heart and coursing on through the veins to the root of each blood vessel.

Education is not to be viewed as something like filling a vessel with water but, rather, assisting a flower to grow in its own way

Brexit promised three hundred and fifty million a week for the NHS, they promised controls on immigration, they promised an end to the housing crisis, to the education crisis, to the economic crisis, to the …” “What I don’t understand is that when the British public voted to name a research vessel Boaty McBoatface, the government said no. But when we voted to commit cultural and economic seppuku, the powers-that-be didn’t seem to have a fucking clue …

In life's journey, the mind is our vessel and sail but the soul defines the direction of destiny.

My experiences as a Montessori teacher have led me to realize that our goal as educators is not to impart facts to children as though they were empty vessels to be filled, but to open their eyes so they can exclaim joyfully, "Wow, look at what I am becoming! I've got to know more!" (from Walking in Wonder)

I could take it all back—blame Lucifer and be given a clean slate. I imagined how esteemed I would be, as a newly cleansed vessel. How loved. All I had to do was swap my memories for theirs, and I could have my family.

The true reader must be an extension of the author. He is the higher court that receives the case already prepared by the lower court. The feeling by means of which the author has separated out the materials of his work, during reading separates out again the unformed and the formed aspects of the book—and if the reader were to work through the book according to his own idea, a second reader would refine it still more, with the result that, since the mass that had been worked through would constantly be poured into fresh vessels, the mass would finally become an essential component—a part of the active spirit. Through impartial rereading of his book the author can refine his book himself. With strangers the particular character is usually lost, because the talent of fully entering into another person’s idea is so rare. Often even in the author himself. It is not a sign of superior education and greater powers to justifiably find fault with a book. When receiving new impressions, greater sharpness of mind is quite natural.

The student is not an empty vessel to be pumped full of learning; he is a complex machine which education should help to run properly.

Students are like candles to be lit, not vessels to be filled

Like all learners, an educator is not a vessel to be filled, but a lamp to be lit.

I don't think anybody'd remember and certainly do know everybody'd lie. The reason I'm so bitter and, as I said, 'in anguish,' nowadays, or one of the reasons, is that everybody's begun to lie and because they lie they assume that I lie too: they overlook the fact that I remember very well many things (of course I've forgotten some...) I do believe that lying is a sin, unless it's innocent lie based on lack of memory, certainly the giving of false evidence and being a false witness is a mortal sin, but what I mean is, insofar as lying has become so prevalent in the world today (thanks to Marxian Dialectical propaganda and Comitern techniques among other causes) that, when a man tells the truth, everybody, looking in the mirror and seeing a liar... ...like those LSD heads in newspaper photographs who sit in parks gazing rapturously at the sky to show how high they are when they're only victims momentarily of a contraction of the blood vessels and nerves in the brain that causes the illusion...

Chomsky reminds us of the conversations about education that took place during the Enlightenment and that continue to shape our education system today. Two major philosophies were considered: the vessel model and the string model.

Thine own things, and such as are grown up with thee, canst thou not know; How should thy vessel then be able to comprehend the way of the Highest, and, the world being now outwardly corrupted to understand the corruption that is evident in my sight?

Having taken proper notice of the complexity of the machine [...] the infinity of ropes and cords, the sails, the varying forces that act upon them, and the skill required to manage the whole, directing the vessel in the desired direction [...] what pity it is that an art so important, so difficult, and so intimately concerned with the invariable laws of mechanical nature, should be so held by its possessors that it cannot improve but must die with each individual. Having no advantages of previous education, they cannot arrange their thoughts; they can scarcely be said to think. They can far less express or communicate to others the intuitive knowledge which they possess; and their art, acquired by habit alone, is little different from an instinct. We are as little entitled to expect improvement here as in the architecture of the bee or the beaver. The species cannot improve.

I am sure the principal end why we are to get knowledge here, is to make use of it for the benefit of ourselves and others in this world; but if by gaining it we destroy our health, we labour for a thing that will be useless in our hands, and if by harnessing our bodies (though with a design to render ourselves more useful)we deprive ourselves of the abilities and opportunities of doing that good we might have done with a meaner talent, which God thought sufficient for us by having denied us the strength to iprove it to that pitch which men of higher constitutions can attain to, we rob God of so much service, and our neighbor of all that help, which, in a state of health, with moderate knowledge, we might have been able to perform. He that sinks his vessel by overloading it, though it be with gold and silver and precious stones, will gives his owner but an ill account of his voyage.

Herstory happened too. The omission of women from history doesn’t mean they didn’t live it, nor that they didn’t influence it. But just as we forget that to our detriment, so too it’s a mistake to think women fighting for their rights is exclusive to contemporary times. Many women have, over time, fought to be recognized as more than simply walking wombs, the “weaker vessel,” good only for sating men’s desires, “feeble-minded,” penis-less poor copies of men, responsible for the Fall, men’s inability to control their urges, and so much more. What’s true about the past is that women didn’t have the freedoms, education or ability to fight for their rights the way we continue to today. One has only to look at the evidence, whether it’s Cleopatra, Boadicea, Joan of Arc, Mary Magdalene, Elizabeth the First, Margery Kemp, Chaucer’s Alyson, to catch glimpses of those who knew they deserved better—if not authority, then at least respect and, one day, equality. These women—some powerful, but many not—would have striven in their own way, that is, used their wiles and more to achieve a degree of autonomy and a voice—one so loud and powerful, we still hear it today.

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.

I began to recall my own experience when I was Mercutio’s age (late teens I decided, a year or two older than Romeo) as a pupil at a public school called Christ’s Hospital. This school is situated in the idyllic countryside of the Sussex Weald, just outside Horsham. I recalled the strange blend of raucousness and intellect amongst the cloisters, the fighting, the sport, and general sense of rebelliousness, of not wishing to seem conventional (this was the sixties); in the sixth form (we were called Grecians) the rarefied atmosphere, the assumption that of course we would go to Oxford or Cambridge; the adoption of an ascetic style, of Zen Buddhism, of baroque opera, the Velvet Underground, Frank Zappa, and Mahler; of Pound, Eliot and e. e. cummings. We perceived the world completely through art and culture. We were very young, very wise, and possessed of a kind of innocent cynicism. We wore yellow stockings, knee breeches, and an ankle length dark blue coat, with silver buttons. We had read Proust, we had read Evelyn Waugh, we knew what was what. There was a sense, fostered by us and by many teachers, that we were already up there with Lamb, Coleridge, and all the other great men who had been educated there. We certainly thought that we soared ‘above a common bound’. I suppose it is a process of constant mythologizing that is attempted at any public school. Tom Brown’s Schooldays is a good example. Girls were objects of both romantic and purely sexual, fantasy; beautiful, distant, mysterious, unobtainable, and, quite simply, not there. The real vessel for emotional exchange, whether sexually expressed or not, were our own intense friendships with each other. The process of my perceptions of Mercutio intermingling with my emotional memory continued intermittently, up to and including rehearsals. I am now aware that that possibly I re-constructed my memory somewhat, mythologised it even, excising what was irrelevant, emphasising what was useful, to accord with how I was beginning to see the part, and what I wanted to express with it. What I was seeing in Mercutio was his grief and pain at impending separation from Romeo, so I suppose I sensitised myself to that period of my life when male bonding was at its strongest for me.

Education should not be a matter of pouring water into a vessel [...] it should be conceived as laying out a string along which learners proceed in their own ways, exercising and improving their creative capacities and imaginations, and experiencing the joy of discovery.

For Christians believed not only that the temporal world was an expression of God’s will and wisdom—in something like the way that pagans had believed that it was ruled and shaped by the gods, or that it was a shadow of the world of the Ideas—but that God had entered into that world, using its analogous resemblance to him in order to form it into a vessel for his actual presence.

Why do I love Italy? Do not a hundred answers present themselves to you on the instant? I love Italy because my mother is an Italian; because the blood that flows in my veins is Italian; because the soil in which are buried the dead whom my mother mourns and whom my father venerates is Italian; because the town in which I was born, the language that I speak, the books that educate me, because my brother, my sister, my comrades, the great people among whom I live, and the beautiful nature which surrounds me, and all that I see, that I love, that I study, that I admire, is Italian. Oh, you cannot feel that affection to the full! You will feel it when you become a man; when, returning from a long journey, after a prolonged absence, you step up in the morning to the bulwarks of the vessel and see on the distant horizon the lofty blue mountains of your country; you will feel it then in the impetuous flood of tenderness which will fill your eyes with tears and will wrest a cry from your heart. You will feel it in some great and distant city, in that impulse of the soul which will draw you from the strange throng towards a working man from whom you have heard in passing a word.

DRAGONFLY   As my feet take hold of the floor I cling to her lips with the kind of intensity that shakes her entire body with a paralyzing calm. She carefully pushes my shorts down around my thighs while holding on to these lips that have proved perfection to her love. Easing the edge of her skintight shirt up around her frail torso with a steady rise the lower portion of my body eases into hers, she struggling to get her arms around my neck and chest after lifting her shirt over.   Her leg rises up underneath my arm, holding her up as her other leg follows. Like a steady freight crane I carefully move her onto the bed as she holds on to me, falling into her with all of my love. Moving across the surface of her entire body in the way that a dragonfly wets its tail above still water I lie down beside her with one hand moving across her chest. Wishing only to free her I seize her lips with an upward nudge of passion that educes a sort of ethereal beauty as we lie within the soothe of each other’s company. Reaching again for her lips I lean in to kiss her with my pelvis and upper body against hers as our legs intertwine. Aroused beneath my waist comes the part of me that does protrude, causing an effluxion of vitality to commove down my entire vessel in a slow whisper that moves over my entire body towards my legs and toes.

I am not deliberately avoiding your question, General, only seeking a true answer. You ask if I am educated. Who knows what an edudated man is? My brain has been enriched with the logic of Aristotle, yet I know not how to milk a goat. I am acquaintanted with the science of Euclid, yet I cannot find a well or sail a vessel. I am familiar with Platonic philosophy, but I cannot build anything durable. Obviously I am an ignorant man.

I am sure the principal end why we are to get knowledge here, is to make use of it for the benefit of ourselves and others in this world; but if by gaining it we destroy our health, we labour for a thing that will be useless in our hands, and if by harnessing our bodies (though with a design to render ourselves more useful) we deprive ourselves of the abilities and opportunities of doing that good we might have done with a meaner talent, which God thought sufficient for us by having denied us the strength to improve it to that pitch which men of higher constitutions can attain to, we rob God of so much service, and our neighbor of all that help, which, in a state of health, with moderate knowledge, we might have been able to perform. He that sinks his vessel by overloading it, though it be with gold and silver and precious stones, will gives his owner but an ill account of his voyage.

Very well. I’m confident Papa told you about our missed connection aboard the Grimm vessel.” “What’s a vessel?” Daphne asked. “The layman calls it a boat,” Pinocchio explained. “What’s a layman?” Daphne asked. “Oh dear. The schools in this town are failing the youth,” Pinocchio said.

Much of the work of an institution is about holding artists, audiences, curators and other administrators, guards, handlers, writers, educators gallerists and other market makers, donors board members, foundation partners, civic leaders, activists, etc. in a dynamic and productive tension....I'm not going to lie to you. This approach requires effort, it only works for people who are open to a dialogical process, and it requires a strong commitment to two things--total reliance on collaboration and a strong institutional identity--that feel totally contradictory. We {A Blade of Grass] can do this because we have a strong institutional identity--we know who we are. At the same time, we don't assert. We fundamentally accept that the institution is a vessel for the expression of as many different types of people as possible...We helped to make these Two Americas. If we can own that, we get to do something really politically ambitious, like work toward One America. [written by Deborah Fisher]

Books, in their purest form, are vessels of knowledge, gateways to imagination, and catalysts for learning. They possess the incredible power to educate, inspire, and empower individuals, transcending boundaries of time, space, and culture. Books are not mere tools of manipulation or grooming; they are beacons of enlightenment, guiding us towards a deeper understanding of the world and ourselves. To claim that books groom or indoctrinate individuals is to undermine the inherent intelligence and discernment of humanity. Books are not puppet masters pulling the strings of our minds; they are companions on our journey, offering insights, perspectives, and narratives that expand our horizons and challenge our preconceived notions. In the realm of literature, we find the freedom to explore diverse ideas, to question authority, and to engage in critical thinking. It is through books that we encounter heroes who teach us about courage, compassion, and resilience. We discover worlds beyond our own, cultures we may never experience firsthand, and histories that shape our present. Books are a refuge for the marginalized, a voice for the silenced, and a catalyst for social change. They have the power to ignite revolutions, dismantle oppressive systems, and inspire generations to fight for justice. To accuse books of grooming is to ignore the countless individuals who have been transformed by the written word. From the abolitionist movements fueled by slave narratives to the civil rights movement propelled by the works of Martin Luther King Jr., books have consistently been at the forefront of societal transformation. They have the ability to challenge the status quo, dismantle stereotypes, and empower individuals to think critically and act conscientiously. In a world where disinformation and manipulation are rampant, books provide a sanctuary of truth, authenticity, and intellectual rigor. They encourage us to question, to seek evidence, and to seek multiple perspectives. Books cultivate empathy, broaden our understanding of diverse experiences, and foster a sense of connection that transcends borders. Therefore, let us not succumb to the fallacy that books groom or brainwash individuals. Instead, let us celebrate the power of literature to uplift, to enlighten, and to ignite the flames of curiosity. Let us embrace the freedom to read, to explore ideas that challenge us, and to engage in open dialogue that fosters understanding and unity. In the words of Frederick Douglass, 'Once you learn to read, you will be forever free.' Books are the keys that unlock the doors of knowledge, emancipation, and liberation. They are not tools of manipulation but instruments of empowerment. Let us cherish them, protect them, and ensure that their transformative power continues to shape our world for the better.

There exists an inherent power that has the ability to shape societies, challenge the status quo, and ignite the flames of progress. It is within the pages of books that this power finds its most potent expression, for they are the vessels of knowledge, the repositories of wisdom, and the catalysts of transformation. Therefore, any attempt to ban books is not just an assault on the written word, but an assault on the very essence of freedom, intellect, and human dignity. Book banning is an act of intellectual tyranny, born out of fear, ignorance, and the desire to stifle dissent. It is a desperate attempt to control the narrative, to manipulate minds, and to maintain a stranglehold on power. By banning books, we deny ourselves the opportunity to engage in a rich tapestry of ideas, perspectives, and experiences that have the potential to broaden our horizons, challenge our assumptions, and foster empathy. History has taught us that book banning is a tool of oppressive regimes, for it seeks to suppress voices that question authority, challenge injustice, and advocate for change. It is an insidious tactic that seeks to create a uniformity of thought, a homogeneity of ideas, and a society devoid of critical thinking and independent thought. In essence, book banning is an assault on the very foundations of democracy, for it undermines the principles of free speech, intellectual diversity, and the right to access information. We must remember that the power of books lies not only in their ability to educate and enlighten but also in their capacity to provoke discomfort, challenge prevailing norms, and spark dialogue. It is through the clash of ideas, the exploration of different perspectives, and the confrontation of opposing viewpoints that societies evolve, progress, and chart a path towards a more just and equitable future. Book banning is an act of intellectual cowardice, for it seeks to shield individuals from ideas that might be uncomfortable, inconvenient, or challenging. But it is precisely in these moments of discomfort that growth, empathy, and understanding emerge. By denying ourselves the opportunity to confront difficult ideas, we deny ourselves the chance to question our own beliefs, expand our intellectual horizons, and ultimately, evolve as individuals and as a society.

S—— and myself determined to keep as much together as possible, though we knew that it would not do to cut our shipmates; for, knowing our birth and education, they were a little suspicious that we would try to put on the gentleman when we got ashore, and would be ashamed of their company; and this won’t do with Jack. When the voyage is at an end, you may do as you please, but so long as you belong to the same vessel, you must be a shipmate to him on shore, or he will not be a shipmate to you on board.

While they plotted how to reconvert me, I plotted how to let them. I was ready to yield, even if it meant an exorcism. A miracle would be useful: if I could stage a convincing rebirth, I could associate from everything I'd said and done in the last year. I could take it all back—blame Lucifer and be given a clean slate. I imagined how esteemed I would be, as a newly cleansed vessel. How loved. All I had to do was swap my memories for theirs, and I could have my family.

Abhijit The Useless (A Sonnet) At school I didn't even know the term neuroscience, Yet today I'm a symbol of neuroscience and psychology. As a kid I never even dreamed of becoming a scientist, I just wanted to observe the underpinnings of reality. After high school I failed my medical entrance exam, Yet to the world I am a vessel of ethics in medicine. I chose CS Engineering instead but soon dropped out, Yet today I am the epitome of responsible engineering. Failure and success are eternally entangled, Masses fear them while legends feast on failure. I never felt the urge for academic validation, Yet today I'm regularly cited in Springer. I never studied science in the pursuit of grades, I accidentally became a scientist by doing science. Grades and degrees are shortcut to social validation, But when you are a pioneer pushing the frontiers, all mortal validation turns null and void.

In addition, to fetch cartridges up from the magazine, we had a shrivelled child of uncertain age, by the name of “Nimmo”. He was one of about twenty ship’s boys that lived in dank corners of the vessel down below the water-line. Phiandra’s boys were all street urchins that had been “saved” by the Marine Society, who caught them, cleaned them, fed them a bit, gave them the scrapings of an education and parcelled them off in batches to serve afloat. Captain Bollington approved of this scheme and took his ship’s boys from no other source.

The divine thoughts comes from God, we are only vessel for its transmission.

Reprogramming the governor can be a slow process and the brain resists change more as we grow older. The chances of reaching a dimensional state of mind are against us. How could reaching dimensional states not be extremely difficult? Our bodies, the very vessels we use to experience with, are products and creations of this dimension. This is especially true for highly educated people, who are common in our information driven society. The challenge with education is that the more a person sets boundaries for what they believe to be true, the more rigid that person becomes in their way of thinking.

It is difficult to fill a broken vessel, and impossible to fill a leaking one.

Within the tiny changing space (four poles draped with fancy velvet) hung a dozen fabulous couture gowns from internationally well-known designers such as Christian Dior, Givenchy, Chanel, Yves Saint Laurent, Valentino and Emanuel Ungaro. I was in seventh heaven having this rare and unexpected opportunity to study and scrutinize these exquisite designer dresses. I turned every garment inside out to see how they were sewn, beaded and constructed. That day, floating in a parade boat along other vessels in the middle of the Grand Canal in historic Venezia, my fashion schooling had begun. It was the first day of my professional fashion education.

Much of our education system is based on the vessel model, where the content is analogous to a liquid (information) that is poured into the vessel (student), which takes in and returns the liquid.

I do not understand,”said Pierre, feeling with dismay doubts reawakening. He was afraid of any want of clearness, any weakness, in the Mason’s arguments; he dreaded not to be able to believe in him. “I don’t understand,”he said, “how it is that the mind of man cannot attain the knowledge of which you speak.”The Mason smiled with his gentle fatherly smile. “The highest wisdom and truth are like the purest liquid we may wish to imbibe,”he said. “Can I receive that pure liquid into an impure vessel and judge of its purity? Only by the inner purification of myself can I retain in some degree of purity the liquid I receive.”“Yes, yes, that is so,”said Pierre joyfully. “The highest wisdom is not founded on reason alone, not on those worldly sciences of physics, history, chemistry, and the like, into which intellectual knowledge is divided. The highest wisdom is one. The highest wisdom has but one science—the science of the whole—the science explaining the whole creation and man’s place in it. To receive that science it is necessary to purify and renew one’s inner self, and so before one can know, it is necessary to believe and to perfect one’s self. And to attain this end, we have the light called conscience that God has implanted in our souls.”“Yes, yes,”assented Pierre. “Look then at thy inner self with the eyes of the spirit, and ask thyself whether thou art content with thyself. What hast thou attained relying on reason only? What art thou? You are young, you are rich, you are clever, you are well educated. And what have you done with all these good gifts? Are you content with yourself and with your life?”“No, I hate my life,”Pierre muttered, wincing. “Thou hatest it. Then change it, purify thyself; and as thou art purified, thou wilt gain wisdom. Look at your life, my dear sir. How have you spent it? In riotous orgies and debauchery, receiving everything from society and giving nothing in return. You have become the possessor of wealth. How have you used it? What have you done for your neighbor? Have you ever thought of your tens of thousands of slaves? Have you helped them physically and morally? No! You have profited by their toil to lead a profligate life. That is what you have done. Have you chosen a post in which you might be of service to your neighbor? No! You have spent your life in idleness. Then you married, my dear sir—took on yourself responsibility for the guidance of a young woman; and what have you done? You have not helped her to find the way of truth, my dear sir, but have thrust her into an abyss of deceit and misery. A man offended you and you shot him, and you say you do not know God and hate your life. There is nothing strange in that, my dear sir!

While they plotted how to reconvert me, I plotted how to let them. I was ready to yield, even if it meant an exorcism. A miracle would be useful: if I could stage a convincing rebirth, I could dissociate from everything I’d said and done in the last year. I could take it all back—blame Lucifer and be given a clean slate. I imagined how esteemed I would be, as a newly cleansed vessel. How loved. All I had to do was swap my memories for theirs, and I could have my family.

If you don't impose limits of norm, every blood vessel is creation duct.