“We communicate with each other to inform, to instruct, to persuade, to amuse, to annoy. Informing and instructing aim to alter the receiver's concepts, whereas persuading, amusing or annoying aim to change his preferences or feelings. In a work situation people do make jokes and enemies, and use the arts of persuasion, but much of their communication has an informal or instructional aspect.”

— Brian Campbell Vickery

Source: Information Systems (1973), p. 1.

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

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Brian Campbell Vickery 84

British information theorist 1918–2009

Sol LeWitt (1928–2007) American artist

“Serial Project #1, 1966,” Aspen 5/6 (Fall/Winter 1967)
Quotes of Sol Lewitt

“Precepts may instruct, but examples persuade.”

Thomas Brooks (1608–1680) English Puritan

Heaven On Earth, 1654

“Giraldus, garrulous, egotistic, spiteful, as he is, makes us half forget his faults in the endless instruction, the endless amusement, of his pages.”

Gerald of Wales (1146) Medieval clergyman and historian

Edward A Freeman The History of the Norman Conquest of England Vol. 5 (1876) p. 579.
Criticism

“No one can by monopolization deprive others of the instruction necessary for their happiness; the instruction must be communal.”

François-Noël Babeuf (1760–1797) French political agitator and journalist of the French Revolutionary period

Nul ne peut par l'accumulation de tous les moyens priver l'autre de l'instruction nécessaire pour son bonheur; l'instruction doit-être commune.
[in Gracchus Babeuf avec les Egaux, Jean-Marc Shiappa, Les éditions ouvrières, 1991, 49, 27082 2892-7, ; Manifeste des Plébéien]
On education

“Præcepta docent, exempla movent, Precepts may instruct, but examples do persuade.”

Thomas Brooks (1608–1680) English Puritan

London's Lamentations

“Ignorance is the parent of bigotry, intolerance, persecution and slavery. Inform and instruct mankind; and these evils will be excluded.”

Richard Price (1721–1791) Welsh nonconformist preacher and radical

Source: A Discourse on the Love of Our Country (1789), p. 13

“Do not read, as children do, to amuse yourself, or like the ambitious, for the purpose of instruction. No, read in order to live.”

Gustave Flaubert (1821–1880) French writer (1821–1880)

Correspondence, Letters to Mademoiselle Leroyer de Chantepie
Variant: Do not read as children do to enjoy themselves, or, as the ambitious do to educate themselves. No, read to live.
Context: Do not read as children do to enjoy themselves, or, as the ambitious do to educate themselves. No, read to live. (June 1857)

“We all would like to know more and, at the same time, to receive less information. In fact, the problem of a worker in today's knowledge industry is not the scarcity of information but its excess. The same holds for professionals: just think of a physician or an executive, constantly bombarded by information that is at best irrelevant. In order to learn anything we need time. And to make time we must use information filters allowing us to ignore most of the information aimed at us. We must ignore much to learn a little.”

Mario Bunge (1919) Argentine philosopher and physicist

Mario Bunge, Philosophy in Crisis: The Need for Reconstruction, 2001, p. 20.
2000s

“One should never forget, that society would rather be amused than instructed.”

Adolph Freiherr Knigge book Über den Umgang mit Menschen

Vor allen Dingen soll man nie vergessen, daß die Gesellschaft lieber unterhalten, als unterrichtet sein will.
Variant translation: Above all, we should never forget that society would prefer to be entertained, than taught.
Über den Umgang mit Menschen (1788)

“Every man of learning wishes, that his son may be learned; and that not so much from a view to pecuniary advantage, as from a desire to have him supplied with the means of useful instruction and liberal amusement.”

James Beattie (1735–1803) Scottish poet, moralist and philosopher

"Remarks on the Utility of Classical Learning" (written in 1769), published in Essays, Vol. II (1776), p. 524.

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