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Arthur Schopenhauer

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Patriotism, when it wants to make itself felt in the domain of learning, is a dirty fellow who should be thrown out of doors.
--
Vol. 2, Ch. 21, § 255

 
Arthur Schopenhauer

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As far as my experience goes, men of genius are fairly gifted with the social qualities; and in this age, there appears to be a fellow-feeling among them, which had not heretofore been developed. As men, they ask nothing better than to be on equal terms with their fellow-men; and as authors, they have thrown aside their proverbial jealousy, and acknowledge a generous brotherhood.

 
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If patriotism were defined, not as blind obedience to government, nor as submissive worship to flags and anthems, but rather as love of one's country, one's fellow citizens (all over the world), as loyalty to the principles of justice and democracy, then patriotism would require us to disobey our government, when it violated those principles.

 
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To put it in rude, plain, unpalatable words — true patriotism, real patriotism: loyalty not to a Family and a Fiction, but a loyalty to the Nation itself!
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To put it in rude, plain, unpalatable words — true patriotism, real patriotism: loyalty not to a Family and a Fiction, but a loyalty to the Nation itself!
..."Remember this, take this to heart, live by it, die for it if necessary: that our patriotism is medieval, outworn, obsolete; that the modern patriotism, the true patriotism, the only rational patriotism, is loyalty to the Nation ALL the time, loyalty to the Government when it deserves it." [Czar Nicholas II]

 
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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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