Education Quotes – Insights and Reflections on Learning

"Doubt is the first step in gaining knowledge; without it, we could not progress. Doubt means we are questioning our beliefs and prepared to learn new things."

Pierre Teilhard de Chardin

"The first way to know something is, of course, through personal experience. You know that your living room is painted green because you’ve been in your living room and saw that it was green. (I won’t worry here about things like how you know you aren’t dreaming or insane or such.) Similarly you know what a bird is, how gravity works (again, in an everyday sense), and how to get to the nearest shopping mall, all by direct experience.
The second way to know things is by authority. That is, you rely on some source of information, believing it to be reliable, when you have no experience of your own. So almost every person who has gone to school believes that the earth goes around the sun, even though very few people would be able to tell you how anybody could even detect that motion. You are relying on authority if, when asked if you know the way to San Jose, you answer yes and pull out a map. You might be able to personally test the map’s reliability by using it to navigate to San Jose, but until you do you are relying on authority. Many people believe democracy is superior to other forms of government even though they haven’t lived under any other type. They rely on the authority of textbooks and politicians, and perhaps on verbal or pictorial descriptions of what it’s like in other societies. Of course other societies do the same, and most of their defenders rely on authority."

Michael J. Behe

"“To suppress a rebellion, it is not necessary to act violently. Methods like Hitler's are outdated. It suffices to create such a strong collective conditioning that the very thought of rebellion no longer arises in people's minds.

The ideal would be to shape people from birth and restrict their innate biological abilities. Afterwards, one would continue with conditioning and strictly reduce education to the acquisition of professional skills. An uneducated person has a limited horizon, and the more their thinking is confined to mediocre aspirations, the less capable they are of rebelling.

We must ensure that access to science becomes increasingly difficult and elitist, that a divide forms between people and science, and that information for the general public contains no subversive content. Above all, no philosophy. Here too, we must use the power of persuasion, not open violence.

On television, large-scale entertainment programs are broadcast that appeal exclusively to feelings or instincts. The mind will be occupied with the useless and playful. They can distract their minds from thinking through constant chatter and music.

We will place sexuality at the very top of a person's interest list. There is no better social tranquilizer.

In general, we will do this so that the serious part of existence is eliminated, everything valuable is ridiculed, and frivolity is constantly supported, so that public euphoria becomes the measure of human happiness and a model of freedom.

In this way, conditioning leads to such integration that our only fear is being excluded from the system and thus losing access to the conditions necessary for happiness.

The mass person thus formed must be treated as what he is: like a cow, and one must care for him like a herd. Everything that leads to the apathy of his clear mind is a public good, and everything that could awaken this good must be mocked, suppressed, and fought.

Any doctrine questioning the system must be branded as subversive and terrorist. And those who support it will then be treated as terrorists.”"

Günther Anders

"Science itself is dead. The university has become a brothel of third-party funding.
I mean that quite seriously — a colleague of mine once said this when her rector at a university in the Ruhr region drove away in a sports car wearing a gold chain.

We each have our little room there, and we make a career if we let ourselves be used by whoever provides the funding.

In other words, the agenda and the criteria for quality are outsourced. The criterion of truth becomes corrupted by the criterion of external funding.

Not everyone who accepts external funding behaves this way, of course. But the metaphor of the brothel was meant to illustrate that love can be corrupted when it becomes something that can be bought — and that science can be corrupted when it becomes something that can be bought."

Matthias Burchardt

"Knowledge isn’t power until it is applied."

Dale Carnegie

"What can be asserted without evidence can also be dismissed without evidence."

Christopher Hitchens

"The first bachelor generation is just climbing the university chairs. People who are perfectly trained in their craft, who have internalized the hegemonic ideology, and who are good advertising media for a system that needs academic confirmation in order to be able to continue to say 'democracy'. This generation already determines what 'good science' is. It fills journals, conference programs, and so eventually textbooks, lectures, and seminars - with topics, perspectives, and terms it has taken from the political agenda and the tenders linked to it, and which it doesn't question because it couldn't learn that anywhere."

Michael Meyen

"Children are taught in their geography books, when too young to apprehend aright the meaning of such things, that the world is a great globe revolving around the Sun, and the story is repeated continuously, year by year, till they reach maturity, at which time they generally become so absorbed in other matters as to be indifferent as to whether the teaching be true or not, and, as they hear of nobody contradicting it, they presume that it must be the correct thing, if not to believe at least to receive it as a fact. They thus tacitly give their assent to a theory which, if it had first been presented to them at what are called ‘years of discretion,’ they would at once have rejected. The consequences of evil-teaching, whether in religion or in science, are far more disastrous than is generally supposed, especially in a luxurious laisser faire age like our own. The intellect becomes weakened and the conscience seared."

David Wardlaw Scott

"As an engineer of many years standing, I saw that this absurd allowance is only permitted in school books. No engineer would dream of allowing anything of the kind. I have projected many miles of railways and many more of canals and the allowance has not even been thought of, much less allowed for. This allowance for curvature means this - that it is 8” for the first mile of a canal, and increasing at the ratio by the square of the distance in miles; thus a small navigable canal for boats, say 30 miles long, will have, by the above rule an allowance for curvature of 600 feet. Think of that and then please credit engineers as not being quite such fools. Nothing of the sort is allowed. We no more think of allowing 600 feet for a line of 30 miles of railway or canal, than of wasting our time trying to square the circle"

W. Winckler

"Ideally, every child throughout their entire schooling should be repeatedly told: "You are being indoctrinated. We have yet to develop an education system that is not an indoctrination system. We are sorry, but this is the best we can do. What is taught here is a mixture of common prejudices and the decisions of this particular culture. The slightest glance at history shows how unstable these must be. You are taught by people who were able to fit into a thought pattern set by their predecessors. It is a self-sustaining system. Those among you who are more robust and individual than others are encouraged to leave the classroom and find ways to educate yourselves – to form your own judgments. Those who stay must constantly remember that they are being shaped and patterned to fit the narrow and special needs of this particular society.""

Doris Lessing

"In the school system, they don’t want us to learn about money, because they just want to pump out good employees that do what they’re told. If you look at school, it’s opposite of what it takes to be successful. In real life: ‘don’t make a mistake’, ‘do as you’re told’, ‘take tests by yourself’, ‘don’t cooperate’, ‘do it by yourself’, ‘do it alone’, ‘there’s only one right answer’… No, there’s tons of answers to a problem. So you come out of school scared to death of making a mistake, you do everything on your own, you don’t cooperate, there’s no synergy, there’s no brainstorming. So I think, people come out of school paralyzed. I think the school system is criminal in that it kills a child’s spirit of learning. A child goes into school all excited, ‘Oh, I’m gonna learn and it’s gonna be great’, and then, the teacher says ‘Sit down and shut up, don’t talk, we don’t care what you’re interested in’"

Kim Kiyosaki

"Mich irritiert stets, dass sie in Wahrheit gar keine Schulen sind. Wir sehen keine Orte für das Leben und das Lernen, sondern Kasernen. An langen Fluren steht ein Raum neben dem anderen stramm. Alle Klassenzimmer haben dieselbe Form. Die Kinder werden hineingepfercht, alle nach vorne zur Tafel ausgerichtet. Der Lehrer schreibt an, die Kinder schreiben ab. Das ist eine industrielle Anordnung, der die Massenabfüllung als Idee zugrunde liegt."

Peter Hübner

"Mathematics is the perfect way to fool oneself."

Albert Einstein

"The first gulp from the glass of natural sciences will make you an atheist, but at the bottom of the glass God is waiting for you."

Werner Heisenberg

"The saddest aspect of life right now is that science gathers knowledge faster than society gathers wisdom."

Isaac Asimov

"For what I want to say here, knowledge of the book's content is not necessarily required, because it concerns easily understandable facts about the cause and nature of gravitation—the force that presses everything to the ground and is not easily harnessed permanently for propulsion purposes, the force that keeps all celestial bodies in their orbits and holds our entire universe together. How gravitation achieves the feat of creating the conditions for our earthly life remains unexplained by science to this day. Science only offers a series of competing model concepts here. Even the nature of gravitation is largely unknown to it. As Sir Isaac Newton (1643–1727) said at the time: "I have explained the celestial phenomena and the tides based on gravity, but I have not been able to derive the cause of the properties of gravity from the phenomena so far." Nothing has changed since then. One who must know because he struggled daily with the problem of overcoming it, the former deputy chief engineer of the Rolls-Royce aircraft engine works, A. V. Cleaver, summed it up as follows, I quote literally: "Gravity is truly a highly mysterious and elusive phenomenon. It seems questionable whether many people, even technically trained ones, realize how justified this claim is or whether they notice the conspiracy of silence with which gravity is treated in most physics textbooks. It is almost reminiscent of a Polynesian taboo or the Victorian attitude towards certain topics such as sex or particular organs and functions, which were deemed somewhat improper. The student learns that all bodies attract each other, that the stability of the universe is determined thereby, and the equations of Newton's laws describe their effects. Yet—unless he is a specialized graduate student of pure physics—he is still expected to accept the old idea of “action at a distance,” and it is quite unlikely that any of his teachers will draw his attention to our complete ignorance of the physical relationships between gravity and other phenomena, simply because we know nothing about it and because the academic world apparently prefers not to broadcast this fact!""

Otto Jung

"What good is it for a person to learn to read and write if they leave the thinking to others?"

Ernst R. Hauschka

"I confess that I cannot imagine how any human being, in his proper senses, can believe that the Sun is stationary when, with his own eyes, he sees it revolving around the heavens, nor how he can believe that the Earth, on which he stands, is whirling with the speed of lightning around the Sun, when he feels not the slightest motion."

David Wardlow Scott