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Norman Angell

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The conception that we can only protect ourselves if we are prepared to protect others surely ought to belong to the nursery stage of social education.
But such things as the mechanism of security through law, the place of force in society, are things not, it would seem, included usually in the common education of our peoples.

 
Norman Angell

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Education is the instruction of the intellect in the laws of Nature, under which name I include not merely things and their forces, but men and their ways; and the fashioning of the affections and of the will into an earnest and loving desire to move in harmony with those laws. For me, education means neither more nor less than this. Anything which professes to call itself education must be tried by this standard, and if it fails to stand the test, I will not call it education, whatever may be the force of authority, or of numbers, upon the other side.

 
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The increased political and economic emancipation of the "masses" has shown itself in education; it has effected the development of a common school system of education, public and free. It has destroyed the idea that learning is properly a monopoly of the few who are predestined by nature to govern social affairs. But the revolution is still incomplete. The idea still prevails that a truly cultural or liberal education cannot have anything in common, directly at least, with industrial affairs, and that the education which is fit for the masses must be a useful or practical education in a sense which opposes useful and practical to nurture of appreciation and liberation of thought.

 
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The protection he relied on for nearly thirty years was based on just two things. The same two things anybody uses to protect against any danger. The same way a nation protects itself against an enemy missile, the same way an apartment dweller protects himself against a burglar, the same way a boxer guards against a knockout blow. Detection and response. Stage one, stage two. First you spot the threat coming in, and then you react to it.

 
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We have now to make explicit the differences in the spirit, material, and method of education as it operates in different types of community life.To say that education is a social function, securing direction and development in the immature through their participation in the life of the group to which they belong, is to say in effect that education will vary with the quality of life which prevails in a group.

 
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The conception of education as a social process and function has no definite meaning until we define the kind of society we have in mind.

 
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