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As the true object of education is not to render the pupil the mere copy of his preceptor, it is rather to be rejoiced in, than lamented, that various reading should lead him into new trains of thinking.
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"Of Choice in Reading", The Enquirer (1797)

 

William Godwin

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Many lamented but more rejoiced, and specially such as either had been religious men, or favoured religious persons; for they banqueted and triumphed together that night, many wishing that that day had been seven year before; and some fearing lest he should escape, although he were imprisoned, could not be merry. Others who knew nothing but truth by him both lamented him and heartily prayed for him. But this is true that of certain of the clergy he was detestably hated, & specially of such as had borne swynge, and by his means was put from it; for in dead he was a man that in all his doings seemed not to favour any kind of Popery, nor could not abide the snoffyng pride of some prelates, which undoubtedly, whatsoever else was the cause of his death, did shorten his life and procured the end that he was brought unto.

 

Thomas Cromwell

 

The principle itself of dogmatic religion, dogmatic morality, dogmatic philosophy, is what requires to be rooted out; not any particular manifestation of that principle. ¶ The very corner-stone of an education intended to form great minds, must be the recognition of the principle, that the object is to call forth the greatest possible quantity of intellectual power, and to inspire the intensest love of truth: and this without a particle of regard to the results to which the exercise of that power may lead, even though it should conduct the pupil to opinions diametrically opposite to those of his teachers. We say this, not because we think opinions unimportant, but because of the immense importance which we attach to them; for in proportion to the degree of intellectual power and love of truth which we succeed in creating, is the certainty that (whatever may happen in any one particular instance) in the aggregate of instances true opinions will be the result; and intellectual power and practical love of truth are alike impossible where the reasoner is shown his conclusions, and informed beforehand that he is expected to arrive at them.

 

John Stuart Mill

 

For my part, I should be inclined to suggest that the chief object of education should be to restore simplicity. If you like to put it so, the chief object of education is not to learn things; nay, the chief object of education is to unlearn things.

 

Gilbert Keith Chesterton

 

How strange it seems that education, in practice, so often means suppression: that instead of leading the mind outward to the light of day it crowds things in upon it that darken and weary it. Yet evidently the true object of education, now as ever, is to develop the capabilities of the head and of the heart.

 

Louis Sullivan

 

As a brain researcher, I'd started out simply accepting the strictly objective principles of the behaviorist position. In the 1950s and early 1960s, all respectable neuroscientists thought in these terms. In those days, we wouldn't have been caught dead implying that consciousness or subjective experience can affect physical brain processing.
My first break with this thinking — although I certainly didn't see it that way at the time — came in a 1952 discussion of mind-brain theory in which I proposed a fundamentally new way of looking at consciousness. In it, I suggested that when we focus consciously on an object — and create a mental image for example — it's not because the brain pattern is a copy or neural representation of the perceived object, but because the brain experiences a special kind of interaction with that object, preparing the brain to deal with it.
I maintained that an identical feeling or thought on two separate occasions did not necessarily involve the identical nerve cells each time. Instead, it is the operational impact of the neural activity pattern as a whole that counts, and this depends on context — just as the word "lead" can mean different things, depending on the rest of the sentence.

 

Roger Wolcott Sperry