A Quote by Peter O'Toole

I suggest that an education and reading and facts aren't bad things on which to ponder a few notions. — © Peter O'Toole
I suggest that an education and reading and facts aren't bad things on which to ponder a few notions.
[The scientist] believes passionately in facts, in measured facts. He believes there are no bad facts, that all facts are good facts, though they may be facts about bad things, and his intellectual satisfaction can come only from the acquisition of accurately known facts, from their organization into a body of knowledge, in which the inter-relationship of the measured facts is the dominant consideration.
Reading things that are relevant to the facts of your life is of limited value. The facts are, after all, only the facts, and the yearning passionate part of you will not be met there. That is why reading ourselves as a fiction as well as fact is so liberating. The wider we read the freer we become.
Youth should be kept strangers to all that is bad, and especially to things which suggest vice or hate. When the five years have passed away, during the two following years they must look on at the pursuits which they are hereafter to learn. There are two periods of life with reference to which education has to be divided, from seven to the age of puberty, and onwards to the age of one and twenty.
The terms good and bad indicate no positive quality in things regarded in themselves, but are merely modes of thinking or notions, which we form from the comparison of things one with another. Thus one and the same thing can be at the same time good, bad, and indifferent. For instance, music is good for him that is melancholy, bad for him that mourns; for him that is deaf; it is neither good nor bad.
Generally speaking, men are influenced by books which clarify their own thought, which express their own notions well, or which suggest to them ideas which their minds are already predisposed to accept
The Syllogism consists of propositions, propositions consist of words, words are symbols of notions. Therefore if the notions themselves (which is the root of the matter) are confused and over-hastily abstracted from the facts, there can be no firmness in the superstructure. Our only hope therefore lies in a true induction.
The soul of wit may become the very body of untruth. However elegant and memorable, brevity can never, in the nature of things, do justice to all the facts of a complex situations. On such a theme one can be brief only by omission and simplification. Omission and simplification help us to understand - but help is, in many cases, to understand the wrong thing; for our comprehension may be only of the abbreviator's neatly formulated notions, not of the vast, ramifying reality from which these notions have been so arbitrarily abstracted.
For my part, I should be inclined to suggest that the chief object of education should be to restore simplicity. If you like to put it so, the chief object of education is not to learn things; nay, the chief object of education is to unlearn things.
No theory ever agrees with all the facts in its domain, yet it is not always the theory that is to blame. Facts are constituted by older ideologies, and a clash between facts and theories may be proof of progress. It is also a first step in our attempt to find the principles implicit in familiar observational notions.
I’m interested in things which suggest the world rather than express the personality... The most conventional thing, the most ordinary - it seems to me that those things can be dealt with without having to judge them; they seem to me to exist as clear facts, not involving aesthetic hierarchy.
No longer can we afford to stuff the brains of the young with facts. The time is too short, the necessity for results too pressing. The new education must be based on the elimination of facts except as they illustrate principles. How to use facts, not how to accumulate them, is the purpose of true education.
I am one of the lingering bad ones, and so do I slink away, and pause, and ponder, and ponder, and pause, and do work without knowing why - not surely for this brief world, and more sure it is not for heaven - and I ask what this message of Christ means.
Reading for experience is the only reading that justifies excitement. Reading for facts is necessary bu the less said about it in public the better. Reading for distraction is like taking medicine. We do it, but it is nothing to be proud of. But reading for experience is transforming.
Facts are simple and facts are straight. Facts are lazy and facts are late. Facts all come with points of view. Facts don't do what I want them to. Facts just twist the truth around. Facts are living turned inside out.
So I grew up in a very book-friendly environment and my education as a writer was reading. I think that's the best education. Reading, and taking from the people I admired.
It is not the reading of many books which is necessary to make a man wise or good; but well reading of a few.
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