“Two conflicting types of educational systems spring from these conflicting aims. One is public and common to many, the other private and domestic. If you wish to know what is meant by public education, read Plato's Republic. Those who merely judge books by their titles take this for a treatise on politics, but it is the finest treatise on education ever written. In popular estimation the Platonic Institute stands for all that is fanciful and unreal. For my own part I should have thought the system of Lycurgus far more impracticable had he merely committed it to writing. Plato only sought to purge man's heart; Lycurgus turned it from its natural course. The public institute does not and cannot exist, for there is neither country nor patriot. The very words should be struck out of our language. The reason does not concern us at present, so that though I know it I refrain from stating it.”

— Jean Jacques Rousseau , book Emile, or On Education

Emile, or On Education (1762), Book I

Adopted from Wikiquote. Last update Sept. 29, 2023. History

Help us to complete the source, original and additional information

Do you have more details about the quote "Two conflicting types of educational systems spring from these conflicting aims. One is public and common to many, the …" by Jean Jacques Rousseau?

Jean Jacques Rousseau 91

Genevan philosopher 1712–1778

Related quotes

“Apart from the sanitation, the medicine, education, wine, public order, irrigation, roads, the fresh water system, and public health… what have the Romans ever done for?

Brought peace!”

Graham Chapman (1941–1989) English comedian, writer and actor

Source: The Life Of Brian: Screenplay

“I have spent the greater part of my life in immediate contemplation of the most grotesque and horrible of the English innovations for the debasement of Ireland. I mean their education system. The English once proposed in their Dublin Parliament a measure for the castration of all Irish priests who refused to quit Ireland. The proposal was so filthy than although it duly passed the House and was transmitted to England with the warm recommendation at the Viceroy. it was not eventually adopted. But the English have actually carried out an even filthier thing. They have planned and established an education system which more wickedly does violence to the elemental human rights of Irish children than would an edict for the general castration of Irish males. The system has aimed at the substitution for men and women of mere Things. It has not been an entire success. There are still a great many thousand men and women in Ireland. But a great many thousand of what, by way of courtesy, we call men and women, are simply Things. Men and women. however depraved, have kindly human allegiances. But these Things have no allegiance. Like other Things. they are For sale. When one uses the term education system as the name of the system of schools. colleges, universities, and whatnot which the English have established in Ireland, one uses it as a convenient label, just as one uses the term government as a convenient label for the system of administration by police which obtains in Ireland instead of a government. There is no education system in Ireland. The English have established the simulacrum of an education system, but its object is the precise contrary of the object of an education system. Education should foster; this education is meant to repress. Education should inspire; this education is meant to tame. Education should harden; this education is meant to enervate. The English are too wise a people to attempt to educate the Irish in any worthy sense. As well expect them to arm us. [https://en.wikipedia.org/wiki/Eoin_MacNeill Professor Eoin MacNeill] has compared the English education system in Ireland to the systems of slave education which existed in the ancient pagan republics side by side with the systems intended for the education of freemen. To the children of the free were taught all noble and goodly things which would tend to make them strong and proud and valiant; from the children of the slaves all such dangerous knowledge was hidden.”

Patrick Pearse (1879–1916) Irish revolutionary, shot by the British Army in 1916

The Murder Machine

“Nothing is more certain than that whatever has to court public favor for its support will sooner or later be prostituted to utilitarian ends. The educational institutions of the United States afford a striking demonstration of this truth. Virtually without exception, liberal education, that is to say, education centered about ideas and ideals, has fared best in those institutions which draw their income from private sources. They have been able … to insist that education be not entirely a means for breadwinning. This means that they have been relatively free to promote pure knowledge and the training of the mind. … In state institutions, always at the mercy of elected bodies and of the public generally, and under obligation to show practical fruits for their expenditure of money, the movement toward specialism and vocationalism has been irresistible. They have never been able to say that they will do what they will with their own because their own is not private. It seems fair to say that the opposite of the private is the prostitute.”

Richard M. Weaver (1910–1963) American scholar

Source: Ideas have Consequences (1948), pp. 136-137.

“[ Public administration is merely] a special case of the larger category, administration, a process which is common to all organized human effort and which is highly developed in modern corporate business, in the church, in the Red Cross, in education, and in international bodies, public and private.”

Leonard D. White (1891–1958) American historian

Source: Introduction to the Study of Public Administration, 1926, p. 3-4 (1939 edition); as cited in: Albert Lepawsky (1949), Administration, p. 8

“But we may safely predict that Marx himself will become more and more what he already is: a chapter from a textbook of the history of ideas, a figure that no longer evokes any emotions, simply the author of one the 'great books' of the nineteenth century - one of those books that very few bother to read but whose titles are known to the educated public.”

Leszek Kolakowski (1927–2009) Philosopher, historian of ideas

New Epilogue, p. 1214 (See also: Karl Marx - History - Statistics...)
Main Currents Of Marxism (1978)

“An architect ought to be an educated man so as to leave a more lasting remembrance in his treatises.”

Vitruvius book De architectura

Source: De architectura (The Ten Books On Architecture) (~ 15BC), Book I, Chapter I, Sec. 4

“So, when the state of Mississippi, for instance, taxes black people and then builds one facility for education and another for—one facility for education for whites and then an inferior facility for blacks, that’s theft. That’s theft. If I build a public pool system and then tell you you can’t use that public pool system, that’s theft.”

Ta-Nehisi Coates (1975) writer, journalist, and educator

Ta-Nehisi Coates: Reparations Are Not Just About Slavery But Also Centuries of Theft & Racial Terror, Democracy Now (20 June 2019)

“What I have written will bring no change to our textbooks or to the education system which produces them. Few will read this book. Fewer will remember it after reading it. Our own little stubborn world will go on as it has been going on for 45 years.”

Khursheed Kamal Aziz (1927–2009) historian

Khursheed Kamal Aziz The Murder of History, critique of history textbooks used in Pakistan, 1993

“Manifest bases for conflict may be there in actual inequities in education, but the possibilities for conflict are further increased as the result of underlying factors transferred from other situations.”

Arie W. Kruglanski (1939) American psychologist

Source: "Conflict and power." 1970, p. 72

Bertram Raven (1926) American psychologist

Source: "Conflict and power." 1970, p. 72

Help us to complete the source, original and additional information

Jean Jacques Rousseau 91

Related quotes

Related topics