“They divided into conflicting schools and wandered”

— Thomas Cahill

Source: Sailing the Wine-Dark Sea: Why the Greeks Matter (2003), Ch.VII The Way They Went: Greco-Roman Meets Judeo-Christian
Context: No longer did philosophers aspire to the deep spiritual insights and broad moral vision of Socrates, Plato, and Aristotle. They divided into conflicting schools and wandered through the Greco-Roman world as permanent immigrants, picking up tutoring jobs as they could.... the upshot was a debased intellectual climate, fragmented and agnostic.

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Thomas Cahill 58

American scholar and writer 1940

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“Instead of passing blithely over into that Promised Land, flowing almost literally with milk and honey, it may be our destiny to wander a full 40 years or more in the wilderness of doubt and divided sentiments.”

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“Education is the result of self-learning, being taught by one or more people. Learning is the key word here. Schools, colleges and universities only divide you into CLASSES according to your level of understanding.”

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“Others invent more or less complicated system of mutuality. But in the long run it is always the searching for a more secure guarantee of freedom which is the common factor among anarchists, and which divides them into different schools.”

Errico Malatesta (1853–1932) Italian anarchist

Note to the article 'Individualism and Anarchism' by Adams (1924)
Context: In the anarchist milieu, communism, individualism, collectivism, mutualism and all the intermediate and eclectic programmes are simply the ways considered best for achieving freedom and solidarity in economic life; the ways believed to correspond more closely with justice and freedom for the distribution of the means of production and the products of labour among men.
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Others invent more or less complicated system of mutuality. But in the long run it is always the searching for a more secure guarantee of freedom which is the common factor among anarchists, and which divides them into different schools.

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Context: The latent function of schooling, that is, the hidden curriculum, which forms individuals into needy people who know that they have now satisfied a little bit of their needs for education, is much more important... The idea that people are born with needs, that needs can be translated into rights, that these rights can be translated into entitlements, is a development of the modem world and it's reasonable, it's acceptable, it's obvious only for people who have had some of their educational needs awakened or created, then satisfied, and then learned that they have less than others. Schooling, which we engage in and which supposedly creates equal opportunities, has become the unique, never-before-attempted way of dividing the whole society into classes. Everybody knows at which level of his twelve or sixteen years of schooling he has dropped out, and in addition knows what price tag is attached to the higher schooling he has gotten. It's a history of degrading the majority of people.

“Dogmas take endless forms, and when you can persuade different people to hold opposing dogmas, the manipulation of conflict and control through "divide and rule" becomes easy. It is happening today in the same way - more so, in fact - as it has throughout human history.”

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Source: The New World Order in ...And the truth shall set you free

“The truth lied
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“They divided into conflicting schools and wandered”

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