A Quote by George Russell
Education has a larger function than the mere communication of knowledge.
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During the last century, and part of the one before, it was widely held that there was an unreconcilable conflict between knowledge and belief. The opinion prevailed amoung advanced minds that it was time that belief should be replaced increasingly by knowledge; belief that did not itself rest on knowledge was superstition, and as such had to be opposed. According to this conception, the sole function of education was to open the way to thinking and knowing, and the school, as the outstanding organ for the people's education, must serve that end exclusively.
It has been said that love is a function of communication. I believe that to be true. I believe, by extension, that human understanding is a function of communication. And the better human beings understand one another, the higher the level of functioning.
If education is always to be conceived along the same antiquated lines of a mere transmission of knowledge, there is little to be hoped from it in the bettering of man's future. For what is the use of transmitting knowledge if the individual's total development lags behind?
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.
Public education is the key civil rights issue of the 21st century. Our nation's knowledge-based economy demands that we provide young people from all backgrounds and circumstances with the education and skills necessary to become knowledge workers. If we don't, we run the risk of creating an even larger gap between the middle class and the poor. This gap threatens our democracy, our society and the economic future of America.
What is really needed to make democracy function is not knowledge of facts, but right education.
People knowledge is much more important than mere product knowledge.
What being among the 'right people' entails is the possession of human capital, rather than organizational capital: an individual reputation, portable skills, and network connections. Career responsibility is squarely in the hands of individuals, a function of their knowledge and networks. Transferable knowledge is more important to a career than firm-specific knowledge.
There is first the literature of knowledge, and secondly, the literature of power. The function of the first is--to teach; the function of the second is--to move, the first is a rudder, the second an oar or a sail. The first speaks to the mere discursive understanding; the second speaks ultimately, it may happen, to the higher understanding or reason, but always through affections of pleasure and sympathy.
The mere stuffing of the mind with a knowledge of facts is not education. The mind must not only possess a knowledge of the truth, but the soul must revere it, cherish it, love it as a priceless gem; and this human life must be guided and shaped by it in order to fulfill its destiny.
We do not merely give a religious education because that would seem to imply the possibility of some other education, a secular education, for example. But we hold that all education is divine, that every good gift of knowledge and insight comes from above, that the Lord the Holy Spirit is the supreme educator of mankind, and that the culmination of all education (which may at the same time be reached by a little child) is that personal knowledge of and intimacy with God in which our being finds its fullest perfection.
Edward Snowden's real "crime" is that he demonstrated how knowledge can be used to empower people, to get them to think as critically engaged citizens rather than assume that knowledge and education are merely about the learning of skills - a reductive concept that substitutes training for education and reinforces the flight from reason and the goose-stepping reflexes of an authoritarian mindset.
Most boys or youths who have had much knowledge drilled into them, have their mental capacities not strengthened, but overlaid by it. They are crammed with mere facts, and with the opinions and phrases of other people, and these are accepted as a substitute for the power to form opinions of their own. And thus, the sons of eminent fathers, who have spared no pains in their education, so often grow up mere parroters of what they have learnt, incapable of using their minds except in the furrows traced for them.
Education is not a function of any church or even of a city or a state; it is a function of all mankind.
I had a foretaste of another, larger kind of knowledge: one I believe human beings will be able to access in ever larger numbers in the future. But conveying that knowledge now is rather like a chimpanzee, becoming a human for a single day to experience all of the wonders of human knowledge, and then returning to one's chimp friends and trying to tell them what it was like knowing several different Romance languages, the calculus, and the immense scale of the universe.
The only knowledge that can truly orient action is knowledge that frees itself from mere human interests and is based in Ideas - in other words knowledge that has taken a theoretical attitude.
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