The ultimate end of education is not a perfection in the accomplishments of the school, but fitness for life; not the acquirement of habits of blind obedience, and of prescribed diligence, but a preparation for independent action. We must bear in mind that whatever class of society a pupil may belong to, whatever calling he may be intended for, there are certain faculties in human nature common to all, which constitute the stock of the fundamental energies of man. We have no right to withhold from any one the opportunities for developing all their faculties. It may be judicious to treat some of them with marked attention, and to give up the idea of bringing others to high perfection. The diversity of talent and inclination, of plans and pursuits, is a sufficient proof of the necessity for such a distinction. But I repeat that we have no right to shut out the child from the development of those faculties also, which we may not for the present conceive to be very essential for his future calling or station in life.
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Letters on Infants' Education (1819)Johann Heinrich Pestalozzi
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The moral faculties are generally esteemed, and with justice, as of higher value than the intellectual powers. But we should always bear in mind that the activity of the mind in vividly recalling past impressions is one of the fundamental though secondary bases of conscience. This fact affords the strongest argument for educating and stimulating in all possible ways the intellectual faculties of every human being.
Charles Darwin
The diversity in the faculties of men, from which the rights of property originate, is not less an insuperable obstacle to a uniformity of interests. The protection of these faculties is the first object of Government.
James Madison
Is this fight against history part of the fight against a dimension of the mind in which centrifugal faculties and forces might develop—faculties and forces that might hinder the total coordination of the individual with the society? Remembrance of the Fast may give rise to dangerous insights, and the established society seems to be apprehensive of the subversive contents of memory. Remembrance is a mode of dissociation from the given facts, a mode of “mediation” which breaks, for short moments, the omnipresent power of the given facts. Memory recalls the terror and the hope that passed. Both come to life again
Herbert Marcuse
Consequently the testing and sifting function of education only shows to which one of three classes an individual belongs. There being no recognition that each individual constitutes his own class, there could be no recognition of the infinite diversity of active tendencies and combinations of tendencies of which an individual is capable. There were only three types of faculties of powers in the individual's constitution. Hence education would soon reach a static limit in each class, for only diversity makes change and progress.
John Dewey
“One must work for a living in order to live-that’s just the way life is-it’s the shabby side of existence. We sleep seven hours out of twenty-four; its wasted time, but it has to be that way. We work five hours out of the twenty-four; it is wasted time, but it has to be that way. By working five hours, a person has his livelihood, and when he has that he begins to live. Now, a person’s work should preferably be as boring and meaningless as possible, just so he has his livelihood from it. If he has a special talent, he should never commit the sin against it of making it his source of income. No, he coddles his talent; he possesses it for its own sake; he has even greater joy from it than a mother from her child. He cultivates it; he develops it for twelve hours of the day, sleeps for seven hours, is a nonhuman for five, and thus life becomes quite bearable, even quite beautiful, because working five hours is not so bad, inasmuch as, since a person’s thoughts are never on the work, he hoards his energies for the pursuit of his delight.” Our hero is making no headway. For one thing, he has no special talent with which to fill the twelve hours at home; for another, he has already gained a more beautiful view of working, a view he is unwilling to give up. So he probably will decide to seek help from the ethicist again. The latter is very brief. “It is every human being’s duty to have a calling.” More he cannot say, because the ethical as such is always abstract, and there’s no abstract calling for all human beings. On the contrary, he presupposes that each person has a particular calling. Which calling our hero should choose, the ethicist cannot tell him, because for that a detailed knowledge of the esthetic aspects of his whole personality is required, and even if the ethicist did have this knowledge, he would still refrain from choosing for him, because in that case he would indeed deny his own view of life. What the ethicist can teach him is that there is a calling for every human being and, when our hero has found this, that he is to choose it ethically.
Soren Aabye Kierkegaard
Pestalozzi, Johann Heinrich
Peter I of Russia
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