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I regard it as the foremost task of education to insure the survival of these qualities: an enterprising curiosity, an undefeatable spirit, tenacity in pursuit, readiness for sensible self denial, and above all, compassion.
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Kurt Hahn website

 

Kurt Hahn

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What is it that is done to our children that their puberty should deform them? They have the joy of movement; they have an enterprising curiosity; they are ready for sensible self-denial; they dream ahead, and they have a faithful memory, and, above all, great compassion. [...] The well-meaning educator who flatters and humours the young not only does a disservice to the community, but also damages the individual by depriving him of the opportunities of self-discovery.

 

Kurt Hahn

 

I can’t think of better ways to learn than through pleasure and curiosity. I guess the reason these two qualities play so small a role in formal education is that they are so subjective and individual. Curiosity and delight can’t be institutionalized.

 

Dana Gioia

 

The BASIC FUNCTION of all education, even in the most traditional sense, is to increase the survival prospects of the group. If this function is fulfilled, the group survives. If not, it doesn't. There have been times when this function was not fulfilled, and groups (some of them we even call "civilizations") disappeared. Generally, this resulted from changes in the kind of threats the group faced. The threats changed, but the education did not, and so the group, in a way, "disappeared itself" (to use a phrase from Catch-22). The tendency seems to be for most "educational" systems, from patterns of training in "primitive" tribal societies to school systems in technological societies, to fall imperceptibly into a role devoted exclusively to the conservation of old ideas, concepts, attitudes, skills, and perceptions. This happens largely because of the unconsciously held belief that these old ways of thinking and doing are necessary to the survival of the group. …Survival in a stable environment depends almost entirely on remembering the strategies for survival that have been developed in the past, and so the conservation and transmission of these becomes the primary mission of education. But, a paradoxical situation develops when change becomes the primary characteristic of the environment. Then the task turns inside out — survival in a rapidly changing environment depends almost entirely upon being able to identify which of the old concepts are relevant to the demands imposed by the new threats to survival, and which are not. Then a new educational task becomes critical: getting the group to unlearn (to "forget") the irrelevant concepts as a prior condition of learning. What we are saying is that the "selective forgetting" is necessary for survival.

 

Neil Postman

 

Think about the two qualities that a virus, or any sort of parasitic replicator, demands of a friendly medium, the two qualities that make cellular machinery so friendly towards parasitic DNA, and that make computers so friendly towards computer viruses. These qualities are, firstly, a readiness to replicate information accurately, perhaps with some mistakes that are subsequently reproduced accurately; and, secondly, a readiness to obey instructions encoded in the information so replicated.

 

Richard Dawkins

 

Let everyone test himself. With regard to what he has experienced, let him be true to himself, but let no one forget that blessedness of the spirit and suffering of the spirit are not something external of which one can honestly and truly say: The circumstances of my life did not provide me the opportunity to experience this. In the world of the spirit, there is neither sport nor spook; there luck and chance do not make one person a king, another a beggar, one person as beautiful as an Oriental queen, another more wretched than Lazarus. In the world of the spirit, the only one who is shut out is the one who shuts himself out; in the world of the spirit, all are invited and therefore what is said about it can be said safely and undauntedly; if it pertains to one single individual it pertains to all. Why, then, this curiosity about what God has given every human being the opportunity to experience, indeed, has been made so available that it even may be said: He must have understood it.

 

Soren Aabye Kierkegaard