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The notion of being an “enlightened” person does not reduce simply to that of being a person who has highly developed cognitive abilities or disposes of a vast stock of knowledge; neither does it reduce to the idea of being a morally good or socially useful person. “Enlightenment” is not a value-free concept because it is connected with some idea of devoting persistent, focused attention to that which is genuinely important in human life, rather than to marginal or subsidiary phenomena, to drawing the “correct” conclusions from attending to these important features—whatever they are—and to embodying these conclusions concretely in one’s general way of living. It involves a certain amount of sheer knowledge, an ability to concentrate and reflect, inventiveness in restructuring one’s psychic, personal, and social habits; but to be enlightened is not to “have” any bit of doctrine, but to have been (re)structured in a certain way.
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pp. 9-10

 

Raymond Geuss

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The freedom to conduct different types of life is reflected in all the alternative combinations of functionings from which a person can choose, this can be called the 'capacity' of a person. The ability of a person depends on a variety of factors, including personal and social arrangements. A social commitment to individual liberty must be that it attaches importance to the objective of increasing the capacity that many people actually possess, and the choice between different social arrangements should be influenced by their ability to promote human capabilities. A full account of individual freedom must go beyond the capabilities related to privacy, and must pay attention to other objectives of the person, such as certain social purposes not directly related to the individual's life, increase human capacity must be a part importance of promoting individual freedom. (Ch. 1.5, p. 25)

 

Amartya Sen

 

It is not enough to teach a man a specialty. Through it he may become a kind of useful machine but not a harmoniously developed personality. It is essential that the student acquire an understanding of and a lively feeling for values. He must acquire a vivid sense of the beautiful and of the morally good. Otherwise he—with his specialized knowledge—more closely resembles a well-trained dog than a harmoniously developed person. He must learn to understand the motives of human beings, their illusions, and their sufferings in order to acquire a proper relationship to individual fellow-men and to the community. These precious things are conveyed to the younger generation through personal contact with those who teach, not—or at least not in the main—through textbooks. It is this that primarily constitutes and preserves culture. This is what I have in mind when I recommend the "humanities" as important, not just dry specialized knowledge in the fields of history and philosophy.

 

Albert Einstein

 

People call me an enlightened man — I detest that term — they can't find any other word to describe the way I am functioning. At the same time, I point out that there is no such thing as enlightenment at all. I say that because all my life I've searched and wanted to be an enlightened man, and I discovered that there is no such thing as enlightenment at all, and so the question whether a particular person is enlightened or not doesn't arise. I don't give a hoot for a sixth-century-BC Buddha, let alone all the other claimants we have in our midst. They are a bunch of exploiters, thriving on the gullibility of the people. There is no power outside of man. Man has created God out of fear. So the problem is fear and not God.
I discovered for myself and by myself that there is no self to realize. That's the realization I am talking about. It comes as a shattering blow. It hits you like a thunderbolt. You have invested everything in one basket, self-realization, and, in the end, suddenly you discover that there is no self to discover, no self to realize.

 

U. G. Krishnamurti

 

The idea of knowledge as an improbable structure is still a good place to start. Knowledge, however, has a dimension which goes beyond that of mere information or improbability. This is a dimension of significance which is very hard to reduce to quantitative form. Two knowledge structures might be equally improbable but one might be much more significant than the other.

 

Kenneth Boulding

 

Care and responsibility are constituent elements of love, but without respect for and knowledge of the beloved person, love deteriorates into domination and possessiveness. Respect is not fear and awe; it denotes, in accordance with the root of the word (respicere = to look at), the ability to see a person as he is, to be aware of his individuality and uniqueness. To respect a person is not possible without knowing him; care and responsibilty would be blind if they were not guided by the knowledge of the person's individuality.

 

Erich Fromm