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A. J. P. Taylor

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In my opinion we learn nothing from history except the infinite variety of men’s behaviour. We study it, as we listen to music or read poetry, for pleasure, not for instruction
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"The Radical Tradition: Fox, Paine, and Cobbett", p. 23

 
A. J. P. Taylor

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My sense of history in music is much greater than a lot of people's. I listen a lot further back in the whole history of music. It's not just pop music of the last 20, 30, 40, 50 years. I'm listening to stuff from hundreds of years ago as well, because you can learn from everything.

 
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To avoid this error, the error of assuming that that to be widely read and to be well read are the same thing, we must consider a certain distinction in types of learning. … In the history of education, men have often distinguished between learning by instruction and learning by discovery. … Discovery stands to instruction as learning without a teacher stands to learning through the help of one. In both cases the activity of learning goes on in the one who learns. It would be a mistake to suppose that discovery is active learning, and instruction passive. There is no inactive learning, just as there is no inactive reading. This is so true, in fact, that a better way to make the distinction clear is to call instruction “aided discovery.”

 
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Very few people, including authors willing to commit to paper, ever really read primary sources—certainly not in necessary depth and comtemplation, and often not at all. […] When writers close themselves off to the documents of scholarship, and then rely only on seeing or asking, they become conduits and sieves rather than thinkers. When, on the other hand, you study the great works of predecessors engaged in the same struggle, you enter a dialogue with human history and the rich variety of our own intellectual traditions. You insert yourself, and your own organizing powers, into this history—and you become an acive agent, not merely a “reporter.”

 
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