A Quote by Arthur Lynch
The accumulation of facts, even if interesting in themselves, should not constitute the main part of education; these facts, whether they be of classical learning or knick-knacks of history, will be of little use unless the mind has been trained to see them in proper perspective.
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The main part of intellectual education is not the acquisition of facts, but learning how to make facts live.
Facts are simple and facts are straight. Facts are lazy and facts are late. Facts all come with points of view. Facts don't do what I want them to. Facts just twist the truth around. Facts are living turned inside out.
No longer can we afford to stuff the brains of the young with facts. The time is too short, the necessity for results too pressing. The new education must be based on the elimination of facts except as they illustrate principles. How to use facts, not how to accumulate them, is the purpose of true education.
Generally speaking, geologists seem to have been much more intent on making little worlds of their own, than in examining the crust of that which they inhabit. It would be much more desirable that facts should be placed in the foreground and theories in the distance, than that theories should be brought forward at the expense of facts. So that, in after times, when the speculations of the present day shall have passed away, from a greater accumulation of information, the facts may be readily seized and converted to account.
It is not so very important for a person to learn facts. For that he does not really need a college. He can learn them from books. The value of an education in a liberal arts college is not learning of many facts but the training of the mind to think something that cannot be learned from textbooks.
What are the facts? Again and again and again – what are the facts? Shun wishful thinking, ignore divine revelation, forget what “the stars foretell,” avoid opinion, care not what the neighbors think, never mind the unguessable “verdict of history” – what are the facts, and to how many decimal places? You pilot always into an unknown future; facts are your single clue. Get the facts!
Facts are neutral until human beings add their own meaning to those facts. People make their decisions based on what the facts mean to them, not on the facts themselves. The meaning they add to facts depends on their current story … facts are not terribly useful to influencing others. People don’t need new facts—they need a new story.
You can never get all the facts from just one newspaper, and unless you have all the facts, you cannot make proper judgements about what is going on.
Truths emerge from facts, but they dip forward into facts again and add to them; which facts again create or reveal new truth (the word is indifferent) and so on indefinitely. The 'facts' themselves meanwhile are not true. They simply are. Truth is the function of the beliefs that start and terminate among them.
Knowledge is the accumulation of facts wisdom is the deduction from these facts of useful laws, a process which can only take place by comparing the facts in one compartment with those in all others, thus giving a vision of the whole.
I certainly incorporate facts into my fiction. I take the basic facts from the life of my subject and I pick and choose what to use to construct a really interesting novel. I don't let facts get in the way of my imagination and my exploration of the subject's emotions and relationships.
I'm not afraid of facts, I welcome facts but a congeries of facts is not equivalent to an idea. This is the essential fallacy of the so-called "scientific" mind. People who mistake facts for ideas are incomplete thinkers; they are gossips.
You cannot get all the facts from just one newspaper, and unless you have the facts, you cannot make proper judgments about what is going on.
All good intellects have repeated, since Bacon's time, that there can be no real knowledge but that which is based on observed facts. This is incontestable, in our present advanced stage; but, if we look back to the primitive stage of human knowledge, we shall see that it must have been otherwise then. If it is true that every theory must be based upon observed facts; it is equally true that facts can not be observed without the guidance of some theory. Without such guidance, our facts would be desultory and fruitless; we could not retain them: for the most part we could not even perceive them.
Thanks to postmodernism, we tend to see all facts as meaningless trivia, no one more vital than any other. Yet this disregard for facts qua facts is intellectually crippling. Facts are the raw material of thought, and the knowledge of significant facts makes sophisticated thought possible.
[The scientist] believes passionately in facts, in measured facts. He believes there are no bad facts, that all facts are good facts, though they may be facts about bad things, and his intellectual satisfaction can come only from the acquisition of accurately known facts, from their organization into a body of knowledge, in which the inter-relationship of the measured facts is the dominant consideration.
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