Quotes About Learning

Participaba en aquellas discusiones con toda su erudición y al mismo tiempo con la distancia de alguien que ya no cree en la erudición como instrumento para resolver problemas

Science is what you know, philosophy is what you don't know

What is wanted is not the will to believe, but the will to find out, which is the exact opposite.

Men are born ignorant, not stupid; they are made stupid by education.

Never try to discourage thinking, for you are sure to succeed.

Philosophy, from the earliest times, has made greater claims, and achieved fewer results, than any other branch of learning.

The Church no longer contends that knowledge is in itself sinful, though it did so in its palmy days; but the acquisition of knowledge, even though not sinful, is dangerous, since it may lead to pride of intellect, and hence to a questioning of the Christian dogma.

Science tells us what we can know, but what we can know is little, and if we forget how much we cannot know, we become insensitive to many things of great importance.

Education is not to be viewed as something like filling a vessel with water but, rather, assisting a flower to grow in its own way

Freedom in education has many aspects. There is first of all freedom to learn or not to learn. Then there is freedom as to what to learn. And in later education there is freedom of opinion.

Science does not aim at establishing immutable truths and eternal dogmas; its aim is to approach the truth by successive approximations, without claiming that at any stage final and complete accuracy has been achieved.

I should wish to see a world in which education aimed at mental freedom rather than at imprisoning the minds of the young in a rigid armor of dogma calculated to protect them through life against the shafts of impartial evidence.

A mind perpetually open, will be a mind perpetually vacant! ????? ??????? ??? ?????? ?? ??? ???? ??? ??????!

There is much pleasure to be gained from useless knowledge.

I do not think there can be any defense for the view that knowledge is ever undesirable.

The object of education ought not to be to make all men think alike, but to make each think in the way which is the fullest expression of his own.

If children learn of sex as a relation between their parents to which they owe their own existence, they learn of it in its best form and in connection with its biological purpose.

Curious learning not only makes unpleasant things less unpleasant but also makes pleasant things more pleasant.

I am in no degree ashamed of having changed my opinions. What physicist who was active in 1900 would dream of boasting that his opinions had not changed?

Education should have two objects: first, to give definite knowledge—reading and writing, languages and mathematics, and so on; secondly, to create those mental habits which will enable people to acquire knowledge and form sound judgments for themselves.

My advice to anyone who wishes to write is to know all the very best literature by heart, and ignore the rest as completely as possible.

To teach how to live without certainty, and yet without being paralysed by hesitation, is perhaps the chief thing that philosophy, in our age, can still do for those who study it.

Passive acceptance of the teacher's wisdom is easy to most boys and girls. It involves no effort of independent thought, and seems rational because the teacher knows more than his pupils; it is moreover the way to win the favour of the teacher unless he is a very exceptional man. Yet the habit of passive acceptance is a disastrous one in later life. It causes man to seek and to accept a leader, and to accept as a leader whoever is established in that position.

Nature and books and (later) mathematics saved me from complete despondency.