“There is no connection between the political ideas of our educated class and the deep places of the imagination.”

— Lionel Trilling, book The Liberal Imagination

The Function of the Little Magazine
The Liberal Imagination (1950)

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Lionel Trilling30

American academic 1905–1975

Aaron C. Brown (1956) American financial analyst

Source: The Poker Face of Wall Street (2006), Chapter 6, Son of a Soft Money Bank, p. 167

“The history of education shows that every class which has sought to take power has prepared itself for power by an autonomous education. The first step in emancipating oneself from political and social slavery is that of freeing the mind. I put forward this new idea: popular schooling should be placed under the control of the great workers’ unions. The problem of education is the most important class problem.”

Antonio Gramsci (1891–1937) Italian writer, politician, theorist, sociologist and linguist

Cited in Davidson's (1977) Antonio Gramsci: Towards an Intellectual Biography. London: Merlin Press., p. 77.

“I put all my poetry in long hand, try to let the idea marinate as long as possible, clinging to the commonplace notion of a creative connection between the movement of the hand and the flow of imagination.”

Dennis O'Driscoll (1954–2012) Irish poet, critic

Poetry Quotes

“It is paradoxical that many educators and parents still differentiate between a time for learning and a time for play without seeing the vital connection between them.”

Leo Buscaglia (1924–1998) Motivational speaker, writer

“For Lenin, the difference between the Social Democracy and Blanquism is reduced to the observation that in place of a handful of conspirators we have a class-conscious proletariat. He forgets that this difference implies a complete revision of our ideas on organization and, therefore, an entirely different conception of centralism and the relations existing between the party and the struggle itself.”

Rosa Luxemburg (1871–1919) Polish Marxist theorist, socialist philosopher, and revolutionary

Leninism or Marxism? (1904)

“People should be educated about the links between education, ideology, and politics as a way to promote the virtue of humility.”

Nayef Al-Rodhan (1959) philosopher, neuroscientist, geostrategist, and author

Source: The Role of Education in Global Security (2007), p.106

“The great and present danger to American literature is the growing homogeneity of our writers, especially the younger generation. Often raised in several places in no specific cultural or religious community, educated with no deep connection to a region, history, or tradition, and now employed mostly in academia, the American writer is becoming as standardized as the American car--functional, streamlined, and increasingly interchangeable”

Dana Gioia (1950) American writer

27
Essays, Can Poetry Matter? (1991), The Catholic Writer Today (2013)

“Well, killing me makes no sense because Georgia already has a Western-educated political class.”

Mikheil Saakashvili (1967) Georgian-Ukrainian politician, President of Georgia and Governor of Odessa

Interview with the New York Times (2008) <br class="br">Source: As quoted in "An American Friend" https://www.nytimes.com/2008/10/19/magazine/19WWln-q4-t.html (19 October 2008), The New York Times

“The great danger... not content with our real knowledge of the relation of the finite to the infinite, they slur over our vast ignorance by the help of the imagination. Myth supplies the place of true knowledge where we are ignorant of the connection between finite and infinite. Hence... most concrete systems of religion present us with a certain amount of knowledge but a great deal of myth.”

Karl Pearson (1857–1936) English mathematician and biometrician

The Ethic of Freethought (Mar 6, 1883)

“The justification for a university is that it preserves the connection between knowledge and the zest of life, by uniting the young and the old in the imaginative consideration of learning.”

Alfred North Whitehead (1861–1947) English mathematician and philosopher

1920s, The Aims of Education (1929)
Context: The universities are schools of education, and schools of research. But the primary reason for their existence is not to be found either in the mere knowledge conveyed to the students or in the mere opportunities for research afforded to the members of the faculty. Both these functions could be performed at a cheaper rate, apart from these very expensive institutions. Books are cheap, and the system of apprenticeship is well understood. So far as the mere imparting of information is concerned, no university has had any justification for existence since the popularization of printing in the fifteenth century. Yet the chief impetus to the foundation of universities came after that date, and in more recent times has even increased. The justification for a university is that it preserves the connection between knowledge and the zest of life, by uniting the young and the old in the imaginative consideration of learning.

“There is no connection between the political ideas of our educated class and the deep places of the imagination.”

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Lionel Trilling30

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