Quotes about education

The Simplification had ceased to have plan or purpose soon after it began, and became an insane frenzy of mass murder and destruction such as can occur only when the last traces of social order are gone. The madness was transmitted to the children, taught as they were — not merely to forget — but to hate, and surges of mob fury recurred sporadically even through the fourth generation after the Deluge. By then, the fury was directed not against the learned, for there were none, but against the merely literate.

Whatever we learn has a purpose and whatever we do affects everything and everyone else.

But it's not just learning that's important. It's learning what to do with what you learn and learning why you learn at all that matters.

And I submit that this is what the real, no-shit value of your liberal arts education is supposed to be about. How to keep from going through your comfortable, prosperous, respectable adult life dead, unconscious, a slave to your head and to your natural default setting of being uniquely, completely, imperially alone, day in and day out.

That is real freedom. That is being educated, and understanding how to think. The alternative is unconsciousness, the default setting, the rat race, the constant gnawing sense of having had, and lost, some infinite thing.

It is the difference in knowledge that commands respect. This is why the true test of every student lies in the humiliation of his master.

School never teaches you about this mangled human slime, it slays me. You spend all your time learning the capital of Surinam while these retards carve their initials in your back.

At school the emphasis has traditionally always been on vertical thinking which is effective but incomplete. This selective type of thinking needs to be supplemented with the generative qualities of creative thinking. This is beginning to happen in some schools but even so creativity is usually treated as something desirable which is to be brought about by vague exhortation. There is no deliberate and practical procedure for bringing it about.

But historians are not accountable for the difficulty of learning to read; and even you yourself, who do not altogether seem particularly friendly to very severe, very intense application, may perhaps be brought to acknowledge that it is very well worth while to be tormented for two or three years of one's life, for the sake of being able to read all the rest of it., p. 228, 2013

I managed to fail Arts I, a course that a moderately intelligent amoeba could have passed without special coaching.

Society functions in a way much more interesting than the multiple-choice pattern we have been rewarded for succeeding at in school. Success in life comes not from the ability to choose between the four presented answers, but from the rather more difficult and painfully acquired ability to formulate the questions. Page 28

In the last centuries of the empire, educational standards and literacy had fallen. In the dulled heads of the masses, distracted by cheap food and the barbaric spectacles of the coliseums, the values on which Rome had been founded and the ancient rationalism of the Greeks had been replaced by mysticism and superstition. It was—Honorius had explained to his pupil—as if a whole culture was losing its mind. People were forgetting how to think, and soon they would forget they had forgotten. And, to Honorius’s thinking, Christianity only exacerbated that problem.

“You know, Augustine warned us that belief in the old myths was fading—even a century and a half ago, as the dogma of the Christians took root. And with the loss of the myths, so vanishes the learning of a thousand years, which are codified in those myths, and the monolithic dogmas of the Church will snuff out rational inquiry for ten more centuries. The light is fading, Athalric.”