| 532 | Successful education must go deep into the soul [Protagoras] |
| Full Idea: Education does not take root in the soul unless one goes deep. | |
| From: Protagoras (fragments/reports [c.441 BCE], B11), quoted by Plutarch - On Practice 178.25 |
| 322 | Intelligence is the result of rational teaching; true opinion can result from irrational persuasion [Plato] |
| Full Idea: Intelligence is produced by teaching, involves truth and reason, and cannot be moved; true opinion involves persuasion, is irrational and can be moved. | |
| From: Plato (Timaeus [c.349 BCE], 51e) |
| 2811 | A state is plural, and needs education to make it a community [Aristotle] |
| Full Idea: A state is a plurality which must depend on education to bring about its common unity. | |
| From: Aristotle (Politics [c.332 BCE], 1263b33) | |
| A reaction: He also says that diversity is an essential aspect of a city, so I don't think he expects education to achieve perfect unity. |
| 22588 | A city has a single end, so education must focus on that, and be communal, not private [Aristotle] |
| Full Idea: Since the end of the whole city is a single end, it is evident that education too must be one and the same for all, and that its supervision must be communal, not private as it is at present. | |
| From: Aristotle (Politics [c.332 BCE], 1337a21) | |
| A reaction: But the end of the city is for all individual citizens to flourish, not for the group to flourish. So presumably education must be tuned to individual capacities and needs, and not just focus on some communal good. |
| 2847 | The aim of serious childhood play is the amusement of the complete adult [Aristotle] |
| Full Idea: One might perhaps suppose that serious activity in childhood may have for its aim the amusement of the complete and adult man. | |
| From: Aristotle (Politics [c.332 BCE], 1339a30) | |
| A reaction: It is very Aristotelian to have a concept of 'serious' childhood play. I doubt whether Nichomachus had much fun. Aristotle thinks the good amusement of adults is very important. |
| 11150 | It is the mark of an educated mind to be able to entertain an idea without accepting it [Aristotle] |
| Full Idea: It is the mark of an educated mind to be able to entertain an idea without accepting it. | |
| From: Aristotle (works [c.330 BCE]) | |
| A reaction: The epigraph on a David Chalmers website. A wonderful remark, and it should be on the wall of every beginners' philosophy class. However, while it is in the spirit of Aristotle, it appears to be a misattribution with no ancient provenance. |
| 19979 | In monarchies education ennobles people, and in despotisms it debases them [Montesquieu] |
| Full Idea: Just as the purpose of education in monarchies is to ennoble men's hearts, so its purpose in despotic states is to debase them. In despotic states education must be servile. | |
| From: Baron de Montesquieu (The Spirit of the Laws (rev. 1757) [1748], 04.03) | |
| A reaction: This is an early insight into the way that all social institutions, such as education, are largely pawns of a larger political system. |
| 8106 | In raising a child we must think of his old age [Joubert] |
| Full Idea: In raising a child we must think of his old age. | |
| From: Joseph Joubert (Notebooks [1800], 1809) | |
| A reaction: Very nice, and Aristotle would approve. If educators think much about the future, it rarely extends before the child's first job. We should be preparing good grand-parents, as well as parents and employees. Educate for retirement! |
| 22786 | Children need discipline, to break their self-will and eradicate sensuousness [Hegel] |
| Full Idea: One of the chief moments in a child's upbringing is discipline, the purpose of which is to break the child's self-will in order to eradicate the merely sensuous and natural. | |
| From: Georg W.F.Hegel (Elements of the Philosophy of Right [1821], 174 add) | |
| A reaction: A standard view for his time, no doubt. No sensible parent doubts that children need to be civilised, and taught to recognise the needs of others. I hope the general aspiration in our society to 'break' a child's self-will has now faded away. |
| 7224 | We need individual opinions and conduct, and State education is a means to prevent that [Mill] |
| Full Idea: Individuality of character, and diversity in opinions and modes of conduct, involves diversity of education; a general State education is a mere contrivance for moulding people to be exactly like one another. | |
| From: John Stuart Mill (On Liberty [1857], Ch.5) | |
| A reaction: This strikes me as being particularly true with the advent in Britain of the National Curriculum in the early 1990s. However, if there is a pressure towards conformity in state education, private education is dominated by class and money. |
| 14845 | Don't crush girls with dull Gymnasium education, the way we have crushed boys! [Nietzsche] |
| Full Idea: For heaven's sake, do not pass our Gymnasium education on to girls too! For it often turns witty, inquisitive, fiery youths - into copies of their teachers! | |
| From: Friedrich Nietzsche (Human, All Too Human [1878], 409) |
| 23851 | Education is essentially motivation [Weil] |
| Full Idea: Education - whether its object be children or adults, individuals or an entire people, or even oneself - consists in creating motives. | |
| From: Simone Weil (The Need for Roots [1943], III 'Growing') | |
| A reaction: I can't disagree. Intellectual motivation is simply what we find interesting, and there is no formula for that. A teacher can teach a good session, and only 5% of the pupils find it interesting. A bad session could be life-changing for one student. |
| 4247 | It is a mark of our having ethical values that we aim to reproduce them in our children [Williams,B] |
| Full Idea: It is a mark of our having ethical values that we aim to reproduce them in our children. | |
| From: Bernard Williams (Ethics and the Limits of Philosophy [1985], Ch. 9) | |
| A reaction: Maybe beliefs imply education. A commitment to truth is an aspiration that others will agree, especially those over whom we have the greatest influence. |
| 22369 | Are students consumers or products of education? [Fisher] |
| Full Idea: Are students the consumers of education, or its product? | |
| From: Mark Fisher (Capitalist Realism [2009], 6) | |
| A reaction: As a teacher I have been increasingly obliged to treat pupils as customers, meaning that my main task is to keep them happy. Admittedly, pupils who are interested are usually happy pupils, but as a main objective happiness seems wrong. |