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The teachers are everywhere. What is wanted is a learner.
--
"Healing"

 

Wendell Berry

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The Milgram experiments asked participants to play the role of a “teacher,” who was responsible for administering electric shocks to a “learner” when the learner failed to answer test questions correctly. The participants were not aware that the learner was working with the experimenters and did not actually receive any shocks. As the learners failed more and more, the teachers were instructed to increase the voltage intensity of the shocks — even when the learners started screaming, pleading to have the shocks stop, and eventually stopped responding altogether. Pressed by the experimenters — serious looking men in lab coats, who said they’d assume responsibility for the consequences — most participants did not stop administering shocks until they reached 300 volts or above — already in the lethal range. The majority of teachers delivered the maximum shock of 450 volts.
We all like to think that the line between good and evil is impermeable — that people who do terrible things, such as commit murder, treason, or kidnapping, are on the evil side of this line, and the rest of us could never cross it. But the Stanford Prison Experiment and the Milgram studies revealed the permeability of that line. Some people are on the good side only because situations have never coerced or seduced them to cross over.

 

Stanley Milgram

 

How does a person learn earnestness? Is it having an earnest person dictate something to him so that he can learn it? Not at all. If you have not yourself learned in this way from an earnest man, then imagine how it goes. See, the learner concerns himself (without concern there is no learner) about some object with his whole soul, and in this way the certainty of death becomes an object of concern. Now the concerned person turns to the teacher of earnestness, and thus death is indeed not a monster except for the imagination. The learner now wants this or that; he wants to do it thus and so and under these assumptions-“And it is bound to succeed, is it not so?” But the earnest person answers nothing at all, and finally he says, yet without mockery but with the calmness of earnestness, “Yes, it is possible!” The learner already becomes a little impatient; he suggests a new plan, changes the assumptions, and concludes his speech in a still more urgent way. But the earnest person is silent, looks calmly at him, and finally says, “Yes, it is possible!” Now the learner becomes passionate; he resorts to pleas or, if he is so equipped, to clever locutions-indeed, he perhaps even insults the earnest person and becomes totally confused himself and everything around him seems to be confusion. But when with these weapons and in this condition he charges at the earnest person, he has to endure his unaltered calm gaze and put up with his silence, because the earnest person merely looks at him and finally says, “Yes it is possible.” This is the way it is with death. The certainty is the unchanging, and the uncertainty is the brief statement: It is possible. Every condition that wants to make the certainty of death into a conditional certainty for the wisher, every agreement that wants to make the certainty of death into a conditional certainty for the person making up his mind, every arrangement that wants to condition the certainty of death as to time and hour for the one who is acting, every condition, every agreement, every arrangement runs aground on this statement: and all passionateness and all cleverness and all defiance are rendered powerless by this statement-until the learner sees the error of his ways. But the earnestness lies just in this, and it was to this that certainty and uncertainty wanted to help the learner. The certainty is allowed to leave open the question of what it can be, like a universal caption over life, instead of being the endorsement of the particular and the daily by usage, as happens with the help of uncertainty-then earnestness is not learned.

 

Soren Aabye Kierkegaard

 

To be a teacher does not mean simply to affirm that such a thing is so, or to deliver a lecture, etc. No, to be a teacher in the right sense is to be a learner. Instruction begins when you, the teacher, learn from the learner, put yourself in his place so that you may understand what he understands and the way he understands it.

 

Soren Aabye Kierkegaard

 

School failed me, and I failed the school. It bored me. The teachers behaved like Feldwebel (sergeants). I wanted to learn what I wanted to know, but they wanted me to learn for the exam. What I hated most was the competitive system there, and especially sports. Because of this, I wasn't worth anything, and several times they suggested I leave. This was a Catholic School in Munich. I felt that my thirst for knowledge was being strangled by my teachers; grades were their only measurement. How can a teacher understand youth with such a system? . . . from the age of twelve I began to suspect authority and distrust teachers. I learned mostly at home, first from my uncle and then from a student who came to eat with us once a week. He would give me books on physics and astronomy. The more I read, the more puzzled I was by the order of the universe and the disorder of the human mind, by the scientists who didn't agree on the how, the when, or the why of creation. Then one day this student brought me Kant's Critique of Pure Reason. Reading Kant, I began to suspect everything I was taught. I no longer believed in the known God of the Bible, but rather in the mysterious God expressed in nature.

 

Albert Einstein

 

“Culture” means … the cultivation of the mind, the taking care and improving of the native faculties of the mind in accordance with the nature of the mind. Just as the soil needs cultivators of the soil, the mind needs teachers. But teachers are not as easy to come by as farmers. The teachers themselves are pupils and must be pupils. But there cannot be an infinite regress: ultimately there must be teachers who are not in turn pupils. Those teachers who are not in turn pupils are the great minds.

 

Leo Strauss