A Quote by Sigmund Freud
We have become convinced that it is better to avoid such symbolic disguisings of the truth in what we tell children and not to withhold from them a knowledge of the true state of affairs commensurate with their intellectual level.
Related Quotes
The violent, antirationalistic impulse in Western countries is reacting to an intellectual state of affairs in which all thinking has become strategy; this impulse shows a disgust for a certain form of self-preservation. It is a sensitive shivering from the cold breath of a reality where knowledge is power and power is knowledge.
When you give your children knowledge, you are telling them what to think. When you give your children wisdom, you do not tell them what to know, or what is true, but rather, how to get to their own truth.
I've convinced myself - I hope I'm right - that children despair of you if you don't tell them the truth.
Do parents sit down and tell their kids everything? I don't know. I don't know. I've convinced myself - I hope I'm right - that children despair of you if you don't tell them the truth.
We also have to make sure our children know the history of women. Tell them the rotten truth: It wasn't always possible for women to become doctors or managers or insurance people. Let them be armed with a true picture of the way we want it to be.
Kindness is not an illusion and violence is not a rule. The true resting state of human affairs is not represented by a man hacking his neighbor into pieces with a machete. That is a sick aberration. No, the true state of human affairs is life as it ought to be lived.
Today we are living in an intellectual and technological paradise and a moral and social nightmare because the intellectual level of evolution, in its struggle to become free of the social level, has ignored the social level's role in keeping the biological level under control.
The public affairs of the union are spread throughout a very extensive region, and are extremely diversified by the local affairs connected with them, and can with difficulty be learnt in any other place, than in the central councils, to which a knowledge of them will be brought by the representatives of every part of the empire. Yet some knowledge of the affairs, and even of the laws of all the states, ought to be possessed by the members from each of the states.
I said anything I wanted because I don't believe in children I don't believe in childhood. I don't believe that there's a demarcation. 'Oh you mustn't tell them that. You mustn't tell them that.' You tell them anything you want. Just tell them if it's true. If it's true you tell them.
I shall suggest, on the contrary, that all communication relies, to a noticeable extent on evoking knowledge that we cannot tell, and that all our knowledge of mental processes, like feelings or conscious intellectual activities, is based on a knowledge which we cannot tell.
Then may we not fairly plead in reply that our true lover of knowledge naturally strives for truth, and is not content with common opinion, but soars with undimmed and unwearied passion till he grasps the essential nature of things with the mental faculty fitted to do so, that is, with the faculty which is akin to reality, and which approaches and unites with it, and begets intelligence and truth as children, and is only released from travail when it has thus reached knowledge and true life and satisfaction?
Helping children at a level of genuine intellectual inquiry takes imagination on the part of the adult. Even more, it takes the courage to become a resource in unfamiliar areas of knowledge and in ones for which one has no taste. But parents, no less than teachers, must respect a child's mind and not exploit it for their own vanity or ambition, or to soothe their own anxiety.
The role of the problem-posing educator is to create, together with the students, the conditions under which knowledge at the level of the doxa is superseded by true knowledge, at the level of the logos.
I suppose I was lucky enough to be educated at a time when teachers still thought children could handle knowledge. They trusted us. Then there came a time when they decided that because not every kid in the class could understand or remember those things they wouldn't teach them anymore because it wasn't fair on the less good ones. So they withheld knowledge. Then I suppose the next lot of teachers didn't have the knowledge to withhold.
If you want your children to relate to the culture you live in, if you want to train them outside of the general system, you have to tell your children that ordinary children tend to say things like 'I can run faster than you; I can draw better than you; I know things you don't know'. You have to tell them what normal children are like. Normal children are messed up and you have to tell them about that. But if you instruct your child in high correlation with the physical world, they won't be able to relate with normal children. Normal means mixed up as I use the word.
The Bill of Rights decoupled religion from the state, in part because so many religions were steeped in an absolutist frame of mind - each convinced that it alone had a monopoly on the truth and therefore eager for the state to impose this truth on others.
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