Source: Europe and the People Without History, 1982, Chapter 2, The World in 1400, p. 24.
Source: Information, The New Language of Science (2003), Chapter 3, In-Formation, The roots of the concept, p. 18
Teaching as a Subversive Activity (1969)
Context: In order to understand what kind of behaviors classrooms promote, one must become accustomed to observing what, in fact, students actually do in them. What students do in a classroom is what they learn (as Dewey would say), and what they learn to do is the classroom's message (as McLuhan would say). Now, what is it that students do in the classroom? Well, mostly they sit and listen to the teacher. Mostly, they are required to believe in authorities, or at least pretend to such belief when they take tests. Mostly they are required to remember. They are almost never required to make observations, formulate definitions, or perform any intellectual operations that go beyond repeating what someone else says is true. They are rarely encouraged to ask substantive questions, although they are permitted to ask about administrative and technical details. (How long should the paper be? Does spelling count? When is the assignment due?) It is practically unheard of for students to play any role in determining what problems are worth studying or what procedures of inquiry ought to be used. Examine the types of questions teachers ask in classrooms, and you will find that most of them are what might technically be called "convergent questions," but what might more simply be called "Guess what I am thinking " questions.
Source: Guide for the Perplexed (c. 1190), Part III, Ch.24
Context: This is the way how we have to understand the accounts of trials; we must not think that God desires to examine us and to try us in order to know what He did not know before. Far is this from Him; He is far above that which ignorant and foolish people imagine concerning Him, in the evil of their thoughts. Note this.
“One must know that one is not in order to be able to understand that we are.”
Ask the Awakened: the Negative Way (1963)
"De Litteris Colendis", in Jean-Barthélemy Hauréau De la philosophie scolastique (1850) p. 10; translation from T. H. Huxley Science and Education ([1893] 2007) p. 132; in Latin, Quamvis enim melius sit benefacere quam nosse, prius tamen est nosse quam facere.
Steps Toward Inner Peace : Harmonious Principles for Human Living http://www.peacepilgrim.net/FoPP/htm/steps.htm
Context: In order for the world to become peaceful, people must become more peaceful. Among mature people war would not be a problem — it would be impossible. In their immaturity people want, at the same time, peace and the things which make war. However, people can mature just as children grow up. Yes, our institutions and our leaders reflect our immaturity, but as we mature we will elect better leaders and set up better institutions. It always comes back to the thing so many of us wish to avoid: working to improve ourselves.
"The Teacher"
Winesburg, Ohio (1919)
Context: "You will have to know life," she declared, and her voice trembled with earnestness. She took hold of George Willard’s shoulders and turned him about so that she could look into his eyes. A passer-by might have thought them about to embrace. "If you are to become a writer you’ll have to stop fooling with words," she explained. "It would be better to give up the notion of writing until you are better prepared. Now it’s time to be living. I don’t want to frighten you, but I would like to make you understand the import of what you think of attempting. You must not become a mere peddler of words. The thing to learn is to know what people are thinking about, not what they say."
The Ballot or the Bullet (1964), Speech in Detroit, Michigan (12 April 1964)
