“A liberal education is that which aims to develop faculty without ulterior views of profession or other means of gaining a livelihood. It considers man an end in himself and not an instrument whereby something is to be wrought. Its ideal is human perfection.”

Source: Aphorisms and Reflections (1901), p. 234

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John Lancaster Spalding202

Catholic bishop 1840–1916

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“Defined by its purpose, its [education's] main aim is not to impart the specialized technique of any particular trade or profession, but to develop the faculties which, because they are the attribute of man, are not peculiar to any particular class or profession of men, and to build up the interests which, while they may become the basis of specialization at a later stage, have a value extending beyond their utility for any particular vocation, because they are the condition of a rational and responsible life in society.”

R. H. Tawney (1880–1962) English philosopher

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“The reason for getting an education here—or anywhere else—is that it is better to be educated than not to be. It is better in and of itself. Not because it gets you something. Not because it is a means to some other end. It is better because it is better. Note that this statement implies that the phrase “aims of education” is nonsensical; education is not a thing of which aims can be predicated. It has no aim other than itself.”

Andrew Abbott (1948) American sociologist and Professor of Sociology at the University of Chicago.

Abott (2002) “Welcome to the University of Chicago http://www.ditext.com/abbott/abbott_aims.html Aims of Education Address. 2002

“The poet, described in ideal perfection, brings the whole soul of man into activity, with the subordination of its faculties to each other according to their relative worth and dignity.”

Samuel Taylor Coleridge book Biographia Literaria

Source: Biographia Literaria (1817), Ch. XIV.
Context: The poet, described in ideal perfection, brings the whole soul of man into activity, with the subordination of its faculties to each other according to their relative worth and dignity. He diffuses a tone and spirit of unity, that blends, and (as it were) fuses, each into each, by that synthetic and magical power, to which I would exclusively appropriate the name of Imagination.

“The principal aim of mathematical education is to develop certain faculties of the mind, and among these intuition is not the least precious.”

Henri Poincaré book Science and Method

Part II. Ch. 2 : Mathematical Definitions and Education, p. 128
Variant translation: The chief aim of mathematics teaching is to develop certain faculties of the mind, and among these intuition is by no means the least valuable.
Science and Method (1908)
Context: The principal aim of mathematical education is to develop certain faculties of the mind, and among these intuition is not the least precious. It is through it that the mathematical world remains in touch with the real world, and even if pure mathematics could do without it, we should still have to have recourse to it to fill up the gulf that separates the symbol from reality.

“For liberalism, the individual is the end and society the means… For fascism, society is the end, individuals the means, and its whole life consists in using individuals as instruments for its social ends. The state, therefore, guards and protects the welfare and development of individuals not for their exclusive interest but because of the identity of the needs of individuals with those of society as a whole.”

Alfredo Rocco (1875–1935) Italian politician and jurist

Source: The Political Doctrine of Fascism (1925), p. 112

“…education is a spiritual revaluation of human life. Its task is to reorient the individual, to enable him to take a richer and more significant view of his experiences, to place him above and not within the system of his beliefs and ideals. If education is not liberalizing, it is not education in the sense of the title of this book.”

Everett Dean Martin (1880–1941)

Preface p. viii
The Meaning of a Liberal Education (1926)

“And as the ideal in the whole of Nature moves in an infinite process toward an Absolute Perfection, we may say that art is in strict truth the apotheosis of Nature. Art is thus at once the exaltation of the natural toward its destined supernatural perfection, and the investiture of the Absolute Beauty with the reality of natural existence. Its work is consequently not a means to some higher end, but is itself a final aim; or, as we may otherwise say, art is its own end. It is not a mere recreation for man, a piece of by-play in human life, but is an essential mode of spiritual activity, the lack of which would be a falling short of the destination of man. It is itself part and parcel of man's eternal vocation.”

George Holmes Howison (1834–1916) American philosopher

Source: The Limits of Evolution, and Other Essays, Illustrating the Metaphysical Theory of Personal Ideaalism (1905), The Art-Principle as Represented in Poetry, p.183-4

“Education to perfect gentlemanship, to human excellence, liberal education consists in reminding oneself of human excellence, of human greatness.”

Leo Strauss (1899–1973) Classical philosophy specialist and father of neoconservativism

“What is liberal education,” p. 6
Liberalism Ancient and Modern (1968)

“Sincerity is that whereby self-completion is effected, and its way is that by which man must direct himself.”

Confucius (-551–-479 BC) Chinese teacher, editor, politician, and philosopher

Source: The Doctrine of the Mean

“If this end is unattainable, so, it can be said, is perfection in any other ideal of painting or in any other of man's activities.”

Edward Hopper (1882–1967) prominent American realist painter and printmaker

1911 - 1940, Notes on Painting - Edward Hopper (1933)

“A liberal education is that which aims to develop faculty without ulterior views of profession or other means of gaining a livelihood. It considers man an end in himself and not an instrument whereby something is to be wrought. Its ideal is human perfection.”

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John Lancaster Spalding202

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