A Quote by Georg Wilhelm Friedrich Hegel
In the case of various kinds of knowledge, we find that what in former days occupied the energies of men of mature mental ability sinks to the level of information, exercises, and even pastimes for children; and in this educational progress we can see the history of the world's culture delineated in faint outline.
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I think that parochialism is built into many kinds of nationalism and educational institutions in which children are brought up to treat their own culture as the unmarked case, and to mark the products of other culture.
Our starting-point must be the fact that God cannot be named... no mind has yet contained or language embraced God's substance in its fullness. No, we use facts connected with Him to outline qualities that correspond with Him, collecting a faint and feeble mental image from various quarters. Our noblest theologian is not one who has discovered the whole - our earthly shackles do not permit us the whole - but one whose mental image is by comparison fuller, who has gathered in his mind a richer picture, outline, or whatever we call it, of the truth.
A new educational system in which all children born shall have the same advantage of physical, industrial, mental and moral culture, and thus be equally prepared at maturity to enter upon active, responsible and useful lives. . . . In so doing, it strikes a fatal blow at . . . the most demoralizing of all monopolies. . . educational superiority.
I'm a special case: I'm a former stuntwoman and former kickboxing champion, but you couldn't be more overqualified for the job. I cannot be the base level for what women have to do to be trusted with action, because the guys don't have that base level.
People should be free to find or make for themselves the kinds of educational experience they want their children to have.
Intelligence is the ability to take in information from the world and to find patterns in that information that allow you to organize your perceptions and understand the external world.
It is common to assume that human progress affects everyone - that even the dullest man, in these bright days, knows more than any man of, say, the Eighteenth Century, and is far more civilized. This assumption is quite erroneous. . . . The great masses of men, even in this inspired republic, are precisely where the mob was at the dawn of history. They are ignorant, they are dishonest, they are cowardly, they are ignoble. They know little if anything that is worth knowing, and there is not the slightest sign of a natural desire among them to increase their knowledge.
There are two great classes of men: the people and the scholars, the men of science. For the former, nothing exists but that which directly leads to action. It is for the latter to see beyond. They are the free artists who create the future and its history, the conscious architects of the world.
Knowledge is theory. We should be thankful if action of management is based on theory. Knowledge has temporal spread. Information is not knowledge. The world is drowning in information but is slow in acquisition of knowledge. There is no substitute for knowledge.
And what is called history at school, and all we learn by heart there about heroes and geniuses and great deeds and fine emotions, is all nothing but a swindle invented by the schoolmasters for educational reasons to keep children occupied for a given number of years. It has always been so and always will be.
A stationary condition of capital and population implies no stationary state of human improvement. There could be as much scope as ever for all kinds of mental culture, and moral and social progress.
Our civilization is characterized by the word "progress." Progress is its form rather than making progress being one of its features. Typically it constructs. It is occupied with building an ever more complicated structure. And even clarity is sought only.
Men towering high above such political pygmies, men of refinement, of culture, of ability, are jeered into silence as mollycoddles. It is absurd to claim that ours is the era of individualism. Ours is merely a more poignant repetition of the phenomenon of all history: every effort for progress, for enlightenment, for science, for religious, political, and economic liberty, emanates from the minority, and not from the mass. Today, as ever, the few are misunderstood, hounded, imprisoned, tortured, and killed.
Reading reassures us that no matter how alone we might feel, there are many others - spread as wide as history itself - who have felt the same way we have, who have occupied the rooms we find ourselves locked in at various points of our lives.
As the years progress, what women and men will discover is that the most lasting and rewarding educational experiences come not from specific information provided in classroom lectures or assigned textbooks, but from the values obtained in active engagement in meaningful issues. We achieve for ourselves only as we appreciate the problems and concerns of others-and only as we see our own lives as part of a much greater social purpose.
Liberalism is fundamentally an ideology of liberation that has throughout history risen in protest against the totalitarian and anti-human movements of various kinds, such as communism and nazism. It is therefore natural that the Progress Party with its liberal base once again stands first in the line and takes up the fight when a new fascist ideology as Islamism is spreading throughout the world.
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