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The overemphasis on the Baconian doctrine of knowledge as power, and the accompanying concern with gaining power over nature as well as over ourselves in the sense of treating ourself as objects to be manipulated rather than human beings whose aim is to expand in meaningful living, have resulted in the invalidation of the self. This tends to shrink the individual's consciousness, to block off his awareness, and thus play into ... unconstructive anxiety ... I propose that the aim of education is exactly the opposite, namely, the widening and deepening of consciousness. To the extent that education can help the student develop sensitivity, depth of perception, and above all the capacity to perceive significant forms in what he is studying, it will be developing at the same time the student's capacity to deal with anxiety constructively.
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Rollo May

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I have described the human dilemma as the capacity of man to view himself as object and as subject. My point is that both are necessary — necessary for psychological science, for effective therapy, and for meaningful living. I am also proposing that in the dialectical process between these two poles lies the development, and the deepening and widening, of human consciousness. The error on both sides — for which I have used Skinner and the pre-paradox Rogers as examples — is the assumption that one can avoid the dilemma by taking one of its poles. It is not simply that man must learn to live with the paradox — the human being has always lived in this paradox or dilemma, from the time that he first became aware of the fact that he was the one who would die and coined a word for his own death. Illness, limitations of all sorts, and every aspect of our biological state we have indicated are aspects of the deterministic side of the dilemma — man is like the grass of the field, it withereth. The awareness of this, and the acting on this awareness, is the genius of man the subject. But we must also take the implications of this dilemma into our psychological theory. Between the two horns of this dilemma, man has developed symbols, art, language, and the kind of science which is always expanding in its own presuppositions. The courageous living within this dilemma, I believe, is the source of human creativity.

 

Rollo May

 

What is it that distinguishes man from animals? It is not his upright posture. That was present in the apes long before the brain began to develop. Nor is it the use of tools. It is something altogether new, a previously unknown quality: self-awareness. Animals, too, have awareness. They are aware of objects; they know this is one thing and that another. But when the human being as such was born he had a new and different consciousness, a consciousness of himself; he knew that he existed and that he was something different, something apart from nature, apart from other people, too. He experienced himself. He was aware that he thought and felt. As far as we know, there is nothing analogous to this anywhere in the animal kingdom. That is the specific quality that makes human beings human.

 

Erich Fromm

 

I am not of those who believe in lackadaisical methods. On the contrary, I advocate a vigorous, thorough, exact mental training which shall fit the mind to expand upon and grasp large things and yet properly to perceive in their just relation the significance of small ones to discriminate accurately as to quantity and quality and thus to develop individual judgment, capacity and independence.
But at the same time I am of those who believe that gentleness is a greater, surer power than force, and that sympathy is a safer power by far than is intellect. Therefore would I train the individual sympathies as carefully in all their delicate warmth and tenuity as I would develop the mind in alertness, poise and security.
Nor am I of those who despise dreamers. For the world would be at the level of zero were it not for its dreamers gone and of today. He who dreamed of democracy, far back in a world of absolutism, was indeed heroic, and we of today awaken to the wonder of his dream.

 

Louis Sullivan

 

There are two levels of knowing a subject. There is the student who knows what the definition of a noun or a gene or a molecule is; then there is the student... who also knows how the definition was arrived at. There is the student who can answer a question; then there is the student who also knows what are the biases of the question. There is the student who can give you the facts; then there is the student who also knows what is meant by a fact. I am maintaining that, in all cases, it is the latter who has a "basic" education ; the former, a frivolous one.

 

Neil Postman

 

If the world is eternally moving and developing matter (as the Marxists think), reflected by the developing human consciousness, what is there “static” here? The point at issue is not the immutable essence of things, or an immutable consciousness, but the correspondence between the consciousness which reflects nature and the nature which is reflected by consciousness.

 

Vladimir Lenin