A Quote by Bruno Bettelheim
Plato--who may have understood better what forms the mind of man than do some of our contemporaries who want their children exposed only to "real" people and everyday events--knew what intellectual experience made for true humanity. He suggested that the future citizens of his ideal republic begin their literary education with the telling of myths, rather than with mere facts or so-called rational teachings.
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It may be quite true that some negroes are better than some white men; but no rational man, cognisant of the facts, believes that the average negro is the equal, still less the superior, of the average white man. And, if this be true, it is simply incredible that, when all his disabilities are removed, and our prognathous relative has a fair field and no favour, as well as no oppressor, he will be able to compete successfully with his bigger-brained and smaller-jawed rival, in a contest which is to be carried on by thoughts and not by bites.
Every man has at times in his mind the Ideal of what he should be, but is not. This ideal may be high and complete, or it may be quite low and insufficient; yet in all men, that really seek to improve, it is better than the actual character... Man never falls so low, that he can see nothing higher than himself.
If idioms are more to be born than to be selected, then the things of life and human nature that a man has grown up with--(not that one man's experience is better than another's, but that it is 'his.')--may give him something better in his substance and manner than an over-long period of superimposed idiomatic education which quite likely doesn't fit his constitution. My father used to say, 'If a poet knows more about a horse than he does about heaven, he might better stick to the horse, and some day the horse may carry him into heaven'
Men had better be without education than be educated by their rulers; for their education is but the mere breaking in of the steer to the yoke; the mere discipline of the hunting dog, which, by dint of severity, is made to forego the strongest impulse of his nature, and instead of devouring his prey, to hasten with it to the feet of his master.
Parents usually educate their children merely in such a manner than however bad the world may be, they may adapt themselves to its present conditions. But they ought to give them an education so much better than this, that a better condition of things may thereby be brought about by the future.
The legislator must be in advance of his age.
Across the mind of the statesman flash ever and anon the brilliant, though partial, intimations of future events.... Something which is more than fore-sight and less than prophetic knowledge marks the statesman a peculiar being among his contemporaries.
He who asks fortune-tellers the future unwittingly forfeits an inner intimation of coming events that is a thousand times more exact than anything they may say. He is impelled by inertia, rather than curiosity, and nothing is more unlike the submissive apathy with which he hears his fate revealed than the alert dexterity with which the man of courage lays hands on the future.
Music speaks of Platonic truth - the ideal river rather than the polluted reality, love as we dream it rather than we experience it, grief noble and uplifting rather than our distracted weeping. It is necessary to our survival and our sanity.
Only because of the striving nature of men has mankind achieved what it has so far. Men are made that way; they are designed to reach out for things which they cannot see with their eyes but can only imagine. A man naturally seeks after his dream, his ideal, while women are more concerned with the here and now rather than the future, intangible realm.
He that has trained his children for heaven,
rather than for earth- for God rather than for man- he is the parent who will be called wise at the last.
And once we have given our community a good start,' I pointed out, ' the process will be cumulative. By maintaining a sound system of education you produce citizens of good character, and citizens of sound character, with the advantage of a good education, produce in turn children better than themselves and better able to produce still better children in their turn, as can be seen with animals.
Reality became for me a problem after my experience with LSD. Before, I had believed there was only one reality, the reality of everyday life. Just one true reality and the rest was imagination and was not real. But under the influence of LSD, I entered into realities which were as real and even more real than the one of everyday. And I thought about the nature of reality and I got some deeper insights.
From a rational standpoint, it might be expected that man should be far more willing to express financial confidence in his skills rather than risking his earnings on the mindless meanderings of chance. Experience, however, has strongly indicated the reverse proposition to hold true.
Our great mistake in education is ... the worship of book-learning-the confusion of instruction and education. We strain the memory instead of cultivating the mind. ... We ought to follow exactly the opposite course with children-to give them a wholesome variety of mental food, and endeavour to cultivate their tastes, rather than to fill their minds with dry facts.
When I was 15 years old, or 16, I carried around on the streets of Brooklyn a paperback copy of Plato's Republic, front cover facing outward. I had read only some of it and understood less, but I was excited by it and knew it was something wonderful.
So while it is true that children are exposed to more information and a greater variety of experiences than were children of the past, it does not follow that they automatically become more sophisticated. We always know much more than we understand, and with the torrent of information to which young people are exposed, the gap between knowing and understanding, between experience and learning, has become even greater than it was in the past.
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