The most important part of education — to teach the meaning of to know (in the scientific sense).
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The last statement in her notebookSimone Weil
Just as we teach children to avoid being destroyed by motor cars if they can, so we should teach them to avoid being destroyed by cruel fanatics, and to this end we should seek to produce independence of mind, somewhat sceptical and wholly scientific, and to preserve, as far as possible, the instinctive joy of life that is natural to healthy children. This is the task of a liberal education: to give a sense of the value of things other than domination, to help create wise citizens of a free community, and through the combination of citizenship with liberty in individual creativeness to enable men to give to human life that splendour which some few have shown that it can achieve.
Bertrand Russell
As soon as you look at the world through an ideology you are finished. No reality fits an ideology. Life is beyond that. That is why people are always searching for a meaning to life. But life has no meaning; it cannot have meaning because meaning is a formula; meaning is something that makes sense to the mind. Every time you make sense out of reality, you bump into something that destroys the sense you made. Meaning is only found when you go beyond meaning. Life only makes sense when you perceive it as mystery and it makes no sense to the conceptualizing mind.
Anthony de Mello
But petitional prayer is only one department of prayer; and if we take the word in the wider sense as meaning every kind of inward communion or conversation with the power recognized as divine, we can easily see that scientific criticism leaves it untouched. Prayer in this wide sense is the very soul and essence of religion.
William James
The meaning I have given here to "language education" represents it as a form of metaeducation. That is, one learns a subject and, at the same time, learns what the subject is made of. ...If it be said that such learning will prevent students from assimilating the facts of a subject, my reply is that this is the only way by which the facts can truly be assimilated. For it is not education to teach students to repeat sentences they do not understand so that they may pass examinations. That is the way of the computer. I prefer the student to be a programmer.
Neil Postman
Put in a nut-shell, my thesis amounts to this. The repeated attempts made by Rudolf Carnap to show that the demarcation between science and metaphysics coincides with that between sense and nonsense have failed. The reason is that the positivistic concept of 'meaning' or 'sense' (or of verifiability, or of inductive confirmability, etc.) is inappropriate for achieving this demarcation — simply because metaphysics need not be meaningless even though it is not science. In all its variations demarcation by meaninglessness has tended to be at the same time too narrow and too wide: as against all intentions and all claims, it has tended to exclude scientific theories as meaningless, while failing to exclude even that part of metaphysics which is known as 'rational theology'.
Karl Popper
Weil, Simone
Weill, Sanford
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