“Those subjects have the greatest educational value, which are richest in incentives to the noblest self-activity.”

Source: Aphorisms and Reflections (1901), p. 84

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John Lancaster Spalding202

Catholic bishop 1840–1916

Vernon Howard (1918–1992) American writer

Inspire Yourself

“The primary principle of education is the determination of the pupil to self-activity — the doing nothing for him which he is able to do for himself.”

Sir William Hamilton, 9th Baronet (1788–1856) Scottish metaphysician (1788–1856)

As quoted by Josiah Hotchkiss Gilbert, Dictionary of Burning Words of Brilliant Writers (1895). p. 573.

“[.. ] the values to which people cling most stubbornly under inappropriate conditions are those values that were previously the source of their greatest triumphs.”

Jared Diamond book Collapse: How Societies Choose to Fail or Succeed

Cited by Tim Flannery, "Learning from the past to change our future" http://science.sciencemag.org/content/307/5706/45.full, Science, volume 307, 7 January 2005, page 45. <br class="br">Source: Collapse: How Societies Choose to Fail or Succeed (2005)

“Between the subject and the object lies the value. This Value is more immediate, more directly sensed than any 'self' or any 'object' to which it may be later assigned.”

Robert M. Pirsig book Lila: An Inquiry into Morals

Lila (1991)
Context: Between the subject and the object lies the value. This Value is more immediate, more directly sensed than any 'self' or any 'object' to which it may be later assigned. It is more real than the stove. Whether the stove is the cause of the low quality or whether possibly something else is the cause is not yet absolutely certain. But that the quality is low is absolutely certain. It is the primary empirical reality from which such things as stoves and heat and oaths and self are later intellectually constructed.

“All mental and moral development is by self-activity. Education is the economizing of self-effort in the direction of all-sided development.”

Francis Wayland Parker (1837–1902) Union Army officer

Source: Talks on Pedagogics, (1894), p. 25; as quoted in Sanderson Beck. Francis W. Parker's Concentration Pedagogy: Education to Free the Human Spirit http://www.san.beck.org/Parker.html, 1996

“Only in a very static profession can one be trained to slot in immediately to an available job, and our profession is far from static. It is more beneficial for the students to give them a generalised grounding in a wide variety of professional activities and concerns, so that they will have some background knowledge for no matter what job is first available. For those who seek it, our subject also has its cultural value, which can contribute to a general education.”

Brian Campbell Vickery (1918–2009) British information theorist

Source: A Long Search for Information (2004), p. 29.

“We need to build incentives to virtue rather than incentives to vice, which prevail in the existing system and are self-interested, instrumental and unrelational. That’s the direction of travel. Towards the Common Good.”

Maurice Glasman, Baron Glasman (1961) British philosopher

Blue Labour, Tackling Poverty Together http://www.bluelabour.org/2013/11/24/tackling-poverty-together/

“I am 83 this year and after a lifetime of Jewish activism, I have determined that what I hold to be the greatest Jewish value is our ability to question.”

Edgar Bronfman, Sr. (1929–2013) Canadian-American businessman

http://www.faithstreet.com/onfaith/2012/10/09/bronfman-why-civil-discourse-is-imperative-for-inter-jewish-dialogue/11782.

“Education is central to advancement—of the country, of the individual. But the ulema have fought hard and long against what most today would consider education. For them religious education must take priority over modern, technical education. Only those subjects are to be studied, only that knowledge is to be imparted which strengthens one’s faith— in practical terms, only those subjects are to be studied, only that knowledge pursued which confirms one in the belief that whatever is written in the Quran and Hadis, whatever has been put out by the ulema over the centuries is true and the acme of wisdom as well as perfection. The education of women, in particular their being awakened to new values, their being trained for new professions, their being awakened to their rights—all this is anathema; it is held to be injurious to them, in fact it is declared to be the way to disrupting society and undermining Islam.”

Arun Shourie (1941) Indian journalist and politician

The World of Fatwas (Or The Shariah In Action)

“Some know the value of education by having it. I know it's value by not having it.”

Frederick Douglass (1818–1895) American social reformer, orator, writer and statesman

“Those subjects have the greatest educational value, which are richest in incentives to the noblest self-activity.”

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John Lancaster Spalding202

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