| 1552 | He spent public money on education, as it benefits the individual and the state [Protagoras, by Diodorus of Sicily] |
| Full Idea: He used legislation to improve the condition of illiterate people, on the grounds that they lack one of life's great goods, and thought literacy should be a matter of public concern and expense. | |
| From: report of Protagoras (fragments/reports [c.441 BCE]) by Diodorus of Sicily - Universal History 12.13.3.3 |
| 5833 | Education is the greatest of human goods [Xenophon] |
| Full Idea: Education is the greatest of human goods. | |
| From: Xenophon (Apology of Socrates [c.392 BCE], 22) | |
| A reaction: Of course, one might ask what education is for, and arrive at a greater good. If you ask what is the greatest good which a society can provide for you, or which you can give to your children, this seems to me a good answer. |
| 238 | Children's games should channel their pleasures into adult activity [Plato] |
| Full Idea: We should use children's games to channel their pleasures and desires towards activities in which they will have to engage when they are adult. | |
| From: Plato (The Laws [c.348 BCE], 643c) |
| 257 | Mathematics has the widest application of any subject on the curriculum [Plato] |
| Full Idea: For domestic and public purposes, and all professional skills, no branch of a child's education has as big a range of applications as mathematics. | |
| From: Plato (The Laws [c.348 BCE], 747a) |
| 260 | Control of education is the key office of state, and should go to the best citizen [Plato] |
| Full Idea: The Minister of Education is by far the most important of all the supreme offices of the state; the best all-round citizen in the state should be appointed. | |
| From: Plato (The Laws [c.348 BCE], 765e) |
| 2148 | To gain knowledge, turn away from the world of change, and focus on true goodness [Plato] |
| Full Idea: To gain knowledge we must turn the mind away from the world of becoming, until it becomes capable of bearing the sight of real being and reality at its most bright, which we are saying is goodness. | |
| From: Plato (The Republic [c.374 BCE], 518c) |
| 2152 | Dialectic is the highest and most important part of the curriculum [Plato] |
| Full Idea: Dialectic occupies the highest position and forms, as it were, the copestone of the curriculum. | |
| From: Plato (The Republic [c.374 BCE], 534e) |
| 331 | Bad governments prevent discussion, and discourage the study of virtue [Plato] |
| Full Idea: Under a bad government discussion, both public and private, is bad, and no courses of study are available to cure faults of character. | |
| From: Plato (Timaeus [c.349 BCE], 87b) |
| 3037 | Aristotle said the educated were superior to the uneducated as the living are to the dead [Aristotle, by Diog. Laertius] |
| Full Idea: Aristotle was asked how much educated men were superior to those uneducated; "As much," he said, "as the living are to the dead." | |
| From: report of Aristotle (works [c.330 BCE]) by Diogenes Laertius - Lives of Eminent Philosophers 05.1.11 |
| 8768 | Books are endless, and study is wearisome [Anon (Ecc)] |
| Full Idea: Of making many books there is no end; and much study is weariness of the flesh. | |
| From: Anon (Ecc) (21: Book of Ecclesiastes [c.200 BCE], 12.12) | |
| A reaction: Does anyone share my occasional sinking heart on entering a large library or bookshop? I truly believe that there is nothing better in the world than books. And yet, and yet... |
| 13304 | Learned men gain more in one day than others do in a lifetime [Posidonius] |
| Full Idea: In a single day there lies open to men of learning more than there ever does to the unenlightened in the longest of lifetimes. | |
| From: Posidonius (fragments/reports [c.95 BCE]), quoted by Seneca the Younger - Letters from a Stoic 078 | |
| A reaction: These remarks endorsing the infinite superiority of the educated to the uneducated seem to have been popular in late antiquity. It tends to be the religions which discourage great learning, especially in their emphasis on a single book. |
| 5305 | Communists want to rescue education from the ruling class [Marx/Engels] |
| Full Idea: Communists seek to rescue education from the influence of the ruling class. | |
| From: K Marx / F Engels (The Communist Manifesto [1848], §2) | |
| A reaction: Someone has to control education, and I would personally prefer it if the controllers were well educated themselves. Neutral education is an idle dream. We must educate for democracy, if we really want democracy. |
| 19245 | We are not inspired by other people's knowledge; a sense of our ignorance motivates study [Peirce] |
| Full Idea: It is not the man who thinks he knows it all, that can bring other men to feel their need for learning, and it is only a deep sense that one is miserably ignorant that can spur one on in the toilsome path of learning. | |
| From: Charles Sanders Peirce (Reasoning and the Logic of Things [1898], IV) |
| 8619 | To learn something, you must know that you don't know [Frege] |
| Full Idea: The first prerequisite for knowing anything is the knowledge that we do not know. | |
| From: Gottlob Frege (Grundlagen der Arithmetik (Foundations) [1884], Intro) | |
| A reaction: This is serious practical advice for teachers. Intelligent people are aware of most philosophical problems, but tongue-tied when asked to discuss them. |
| 14839 | Interest in education gains strength when we lose interest in God [Nietzsche] |
| Full Idea: Interest in education will gain great strength only at the moment when belief in a God and his loving care is given up. | |
| From: Friedrich Nietzsche (Human, All Too Human [1878], 242) | |
| A reaction: This remark may well sum up the motivation of my entire life. What effect would it have had if I had read it when I was twenty? |
| 14848 | Education in large states is mediocre, like cooking in large kitchens [Nietzsche] |
| Full Idea: The educational system in large states will always be mediocre at best, for the same reason that the cooking in large kitchens is at best mediocre. | |
| From: Friedrich Nietzsche (Human, All Too Human [1878], 467) | |
| A reaction: I wish he had said what that 'same reason' is. Something to do with too many cooks, I suppose. Nothing seems harder than reaching a wide concensus on how the young should be educated. Like interior design by a committee. |
| 14886 | Education is contrary to human nature [Nietzsche] |
| Full Idea: Education runs contrary to the nature of a human being. | |
| From: Friedrich Nietzsche (Unpublished Notebooks 1872-74 [1873], 30 [06]) | |
| A reaction: Tell me about it! |
| 3983 | Learning is evolution in the brain [Dennett] |
| Full Idea: Learning is evolution in the brain. | |
| From: Daniel C. Dennett (Daniel Dennett on himself [1994], p.238) | |
| A reaction: This is a rather non-conscious, associationist view, connected to Dawkins' idea of 'memes'. It seems at least partially correct. |