A Quote by Russell M. Nelson
Because of our sacred regard for each human intellect, we consider the obtaining of an education to be a religious responsibility.
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I regard myself as a religious... the temper of my mind as religious, and because I regard the temper of my mind as religious, I am profoundly skeptical about any form of human authority, any form of human self-importance.
There are so many things that we could do but education would be our primary need in this regard. And in obtaining this education we need to also educate ourselves and others to the truths that we have possessed from the beginning that allow men to live in harmony with one another.
So long as people do not consider all men as their brothers and do not consider human life as the most sacred thing, which rather than destroy they must consider it their first and foremost duty to support; that is so long as people do not behave towards one another in a religious manner, they will always ruin one another's lives for the sake of personal gain.
I think it's the responsibility of every human being, not just those who wear the identity of poet, activist, voter, religious person... it's the responsibility of every person. Our responsibility is to use our intelligence as clearly and coherently as we possibly can.
I believe not only that religious faith will be victorious, but that it is vital to humankind that it shall be. We may differ in form and particulars in our religious faith. Those are matters that are sacred to each of our inner sanctuaries. It is our privilege to decline to argue them. Their real demonstration is the lives that we live.
The aim of education should not be to teach how to use human energies to improve the environment, for we are finally beginning to realize that the cornerstone of education is the development of the human personality, and that in this regard education is of immediate importance for the salvation of mankind.
The 20th century was a century in which human rights were infringed upon in numerous parts of the world, and Japan also bears responsibility in that regard. I believe that we have to look at our own history with humility and think about our responsibility.
We have to do the best we are capable of. This is our sacred human responsibility.
There is no regard for human lives, or local national interests. It is because the West, despite its hypocritical rhetoric (political correctness) does not really consider non-whites and non-Christians as human beings.
We are human behind and this part of our human nature that we don't learn the importance of anything until it's snatched from our hands. In Pakistan, when we were stopped from going to school, and that time I realized that education is very important, and education is the power for women. And that's why the terrorists are afraid of education. They do not want women to get education because then women will become more powerful.
The Divine intellect indeed knows infinitely more propositions [than we can ever know]. But with regard to those few which the human intellect does understand, I believe that its knowledge equals the Divine in objective certainty.
We come here because we too feel a responsibility for the human community. To preserve and develop a human quality of life is the common responsibility of us all. It is not fitting that those concerned with the various aspects of the human be alienated from each other. Both you and ourselves represent forces too profound and aim at objectives too significant for either of us to succeed completely without the assistance of the other. The urgency of our work impels us to get on with our common task lest a new period of disaster erupt over the Earth.
The education of our people should be a lifelong process by which we continue to feed new vigor into the lifestream of the Nation through intelligent, reasoned decisions. Let us not think of education only in terms of its costs, but rather in terms of the infinite potential of the human mind that can be realized through education. Let us think of education as the means of developing our greatest abilities, because in each of us there is a private hope and dream which, fulfilled, can be translated into benefit for everyone and greater strength for our Nation.
Education tends to be diagrammatic and categorical, opening up no sluices in the human imagination on the wonder of the beauty of our unique estate in the cosmos. Little wonder that it becomes so easy for our young to regard human hurt casually or to be uninspired by the magic of sensitivity.
Since most scientists are just a bit religious, and most religious are seldom wholly unscientific, we find humanity in a comical position. His scientific intellect believes in the possibility of miracles inside a black hole, while his religious intellect believes in them outside it.
Does the human intellect, or "reason," really spring us free from our inherence in the depths of this wild proliferation of forms? Or on the contrary, is the human intellect rooted in, and secretly borne by, our forgotten contact with the multiple nonhuman shapes that surround us on every hand?
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