“Secondly, the student is trained to accept historical mis-statements on the authority of the book. If education is a pre- paration for adult life, he learns first to accept without question, and later to make his own contribution to the creation of historical fallacies, and still later to perpetuate what he has learnt. In this way, ignorant authors are leading innocent students to hysterical conclusions. The process of the writers' mind provides excellent material for a manual on logical fallacies. Thirdly, the student is told nothing about the relationship between evidence and truth. The truth is what the book ordains and the teacher repeats. No source is cited. No proof is offered. No argument is presented. The authors play a dangerous game of winks and nods and faints and gestures with evidence. The art is taught well through precept and example. The student grows into a young man eager to deal in assumptions but inapt in handling inquiries. Those who become historians produce narratives patterned on the textbooks on which they were brought up. Fourthly, the student is compelled to face a galling situation in his later years when he comes to realize that what he had learnt at school and college was not the truth. Imagine a graduate of one of our best colleges at the start of his studies in history in a university in Europe. Every lecture he attends and every book he reads drive him mad with exasperation, anger and frustration. He makes several grim discoveries. Most of the "facts", interpretations and theories on which he had been fostered in Pakistan now turn out to have been a fata morgana, an extravaganza of fantasies and reveries, myths and visions, whims and utopias, chimeras and fantasies.”

— Khursheed Kamal Aziz

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

Adopted from Wikiquote. Last update June 3, 2021. History

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Khursheed Kamal Aziz 4

historian 1927–2009

Eugene S. Wilson (1905)

"What's Going On in Schools and Colleges", Kiplinger's Personal Finance, April 1961, p. 31 http://books.google.com/books?id=fwMEAAAAMBAJ&pg=PA31
A portion of this is quoted earlier in "Education: Little Known" http://www.time.com/time/magazine/article/0,9171,895088,00.html, Time, 5 December 1960
Attributed

“There are different kinds of truths for different kinds of people. There are truths appropriate for children; truths that are appropriate for students; truths that are appropriate for educated adults; and truths that are appropriate for highly educated adults, and the notion that there should be one set of truths available to everyone is a modern democratic fallacy. It doesn't work.”

Irving Kristol (1920–2009) American columnist, journalist, and writer

Quoted in "Origin of the Specious", Reason Magazine (July 1997) http://www.reason.com/news/show/30329.html.
1990s

“There is this great danger in student life. Now, we rest all upon what Socrates said, or what Copernicus taught; how can we dispute authority which has come down to us, all established, for ages? We must at least question it; we cannot accept anything as granted, beyond the first mathematical formulae. Question everything else.”

Maria Mitchell (1818–1889) American astronomer

Maria Mitchell: Life, Letters and Journals (illustrated) by Maria Mitchell, 1896, p. 188.

“It has always been the task of formal education to set up behavior which would prove useful or enjoyable later in a student's life.”

B.F. Skinner (1904–1990) American behaviorist

As quoted in Performance-based Assessment for Middle and High School Physical Education (2002) by Jacalyn Lea Lund and Mary Fortman Kirk, p. 165.

“By learning to yield to the loving authority… of his parents, a child learns to submit to other forms of authority which will confront him later in his life — his teachers, school principal, police, neighbors and employers.”

James Dobson (1936) Evangelical Christian psychologist, author, and radio broadcaster.

From Dare to Discipline discussed on Good-Natured Child Needs His Share of Parents' Attention, Focus on the Family, 11/21/2004
2004

“It is moreover to weaken in those who profess this Religion a pious confidence in its innate excellence and the patronage of its Author; and to foster in those who still reject it, a suspicion that its friends are too conscious of its fallacies to trust it to its own merits.”

James Madison (1751–1836) 4th president of the United States (1809 to 1817)

§ 6
1780s, Memorial and Remonstrance Against Religious Assessments (1785)

“Freedom in education has many aspects. There is first of all freedom to learn or not to learn. Then there is freedom as to what to learn. And in later education there is freedom of opinion.”

Bertrand Russell (1872–1970) logician, one of the first analytic philosophers and political activist

Source: Sceptical Essays

“Why is self-control, autonomy, such a threat to authority? Because the person who controls himself, who is his own master, has no need for an authority to be his master. This, then, renders authority unemployed. What is he to do if he cannot control others? To be sure, he could mind his own business. But this is a fatuous answer, for those who are satisfied to mind their own business do not aspire to become authorities.”

Thomas Szasz (1920–2012) Hungarian psychiatrist

Revised edition, 1985. p. 175.
Ceremonial Chemistry (1974)

“The medieval student had to be paleographer, editor, and publisher of the authors he read.”

Marshall McLuhan (1911–1980) Canadian educator, philosopher, and scholar-- a professor of English literature, a literary critic, and a …

Source: 1960s, The Gutenberg Galaxy (1962), p. 109

“The material which a scientist actually has at his disposal, his laws, his experimental results, his mathematical techniques, his epistemological prejudices, his attitude towards the absurd consequences of the theories which he accepts, is indeterminate in many ways, ambiguous, and never fully separated from the historical background.”

Paul Karl Feyerabend book Against Method

This material is always contaminated by principles which he does not know and which, if known, would be extremely hard to test.
Pg. 66.
Against Method (1975)

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