“This education startled even a man who had dabbled in fifty educations all over the world; for, if he were obliged to insist on a Universe, he seemed driven to the Church. Modern science guaranteed no unity. The student seemed to feel himself, like all his predecessors, caught, trapped, meshed in this eternal drag-net of religion.

In practice the student escapes this dilemma in two ways: the first is that of ignoring it, as one escapes most dilemmas; the second is that the Church rejects pantheism as worse than atheism, and will have nothing to do with the pantheist at any price.”

The Education of Henry Adams (1907)

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Henry Adams311

journalist, historian, academic, novelist 1838–1918

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“If the student got little from his mates, he got little more from his masters. The four years passed at college were, for his purposes, wasted. Harvard College was a good school, but at bottom what the boy disliked most was any school at all. He did not want to be one in a hundred — one per cent of an education. He regarded himself as the only person for whom his education had value, and he wanted the whole of it.”

Henry Adams (1838–1918) journalist, historian, academic, novelist

The Education of Henry Adams (1907)

“There is no escape from the dilemma. There is no middle term in the school for the disinherited class alone; you have either a systematic insistence, by means of false teaching, on error and ignorance, or hatred of those who domineer and exploit.”

Francesc Ferrer i Guàrdia (1859–1909) Spanish anarchist

The Origin and Ideals of the Modern School (1908)

“The dialogical character of education as the practice of freedom does not begin when the teacher-student meets with the students-teachers in pedagogical situation, but rather when the former first asks herself or himself what she or he will dialogue with the latter about.”

Paulo Freire (1921–1997) educator and philosopher

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“Teachers, not students, are the ones who are failing. As Albert Einstein said that “all religions, arts and sciences are branches of the same tree,” the detachment of philosophy – the forefather of all knowledge and academic disciplines – from mathematics, sciences, and technology is the fundamental reason for failure in modern-day K-12 and higher education.”

Newton Lee American computer scientist

Google It: Total Information Awareness, 2016

“Not one of these nobly equipped young men has escaped the restless, exhausting, confusing, debilitating crisis of education. … He feels that he cannot guide himself, cannot help himself—and then he dives hopelessly into the world of everyday life and daily routine, he is immersed in the most trivial activity possible, and his limbs grow weak and weary.”

Friedrich Nietzsche (1844–1900) German philosopher, poet, composer, cultural critic, and classical philologist

Anti-Education (1872)

“Whoever wants to be a leader should educate himself before educating others. Before preaching to others he should first practice himself. Whoever educates himself and improves his own morals is superior to the man who tries to teach and train others.”

Ali book Nahj al-Balagha

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“The only privilege a student had that was worth his claiming, was that of talking to the professor, and the professor was bound to encourage it. His only difficulty on that side was to get them to talk at all. He had to devise schemes to find what they were thinking about, and induce them to risk criticism from their fellows. Any large body of students stifles the student. No man can instruct more than half-a-dozen students at once. The whole problem of education is one of its cost in money.”

Henry Adams (1838–1918) journalist, historian, academic, novelist

The Education of Henry Adams (1907)

“The notion that every well educated person would have a mastery of at least the basic elements of the humanities, sciences, and social sciences is a far cry from the specialized education that most students today receive, particularly in the research universities.”

Joseph E. Stiglitz (1943) American economist and professor, born 1943.

Autobiographical Essay (2001)

“Of all the conditions of his youth which afterwards puzzled the grown-up man, this disappearance of religion puzzled him most. The boy went to church twice every Sunday; he was taught to read his Bible, and he learned religious poetry by heart; he believed in a mild deism; he prayed; he went through all the forms; but neither to him nor to his brothers or sisters was religion real. Even the mild discipline of the Unitarian Church was so irksome that they all threw it off at the first possible moment, and never afterwards entered a church. The religious instinct had vanished, and could not be revived, although one made in later life many efforts to recover it.

That the most powerful emotion of man, next to the sexual, should disappear, might be a personal defect of his own; but that the most intelligent society, led by the most intelligent clergy, in the most moral conditions he ever knew, should have solved all the problems of the universe so thoroughly as to have quite ceased making itself anxious about past or future, and should have persuaded itself that all the problems which had convulsed human thought from earliest recorded time, were not worth discussing, seemed to him the most curious social phenomenon he had to account for in a long life.”

Henry Adams (1838–1918) journalist, historian, academic, novelist

The Education of Henry Adams (1907)

“As we live we all get caught and torn by various traps. Nobody escapes them. Some even live with them. The idea is to realize that a trap is a trap. If you are in one and you don't realize it, then you're finished.”

Charles Bukowski (1920–1994) American writer

Source: The Captain is Out to Lunch and the Sailors Have Taken Over the Ship

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