“I propose that the aim of education is exactly the opposite, namely, the widening and deepening of consciousness. To the extent that education can help the student develop sensitivity, depth of perception, and above all the capacity to perceive significant forms in what he is studying, it will be developing at the same time the student's capacity to deal with anxiety constructively.”

—  Rollo May

Source: Psychology and the Human Dilemma (1967), p. 50
Context: The overemphasis on the Baconian doctrine of knowledge as power, and the accompanying concern with gaining power over nature as well as over ourselves in the sense of treating ourself as objects to be manipulated rather than human beings whose aim is to expand in meaningful living, have resulted in the invalidation of the self. This tends to shrink the individual's consciousness, to block off his awareness, and thus play into … unconstructive anxiety … I propose that the aim of education is exactly the opposite, namely, the widening and deepening of consciousness. To the extent that education can help the student develop sensitivity, depth of perception, and above all the capacity to perceive significant forms in what he is studying, it will be developing at the same time the student's capacity to deal with anxiety constructively.

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

Help us to complete the source, original and additional information

Do you have more details about the quote "I propose that the aim of education is exactly the opposite, namely, the widening and deepening of consciousness. To th…" by Rollo May?
Rollo May photo
Rollo May 135
US psychiatrist 1909–1994

Related quotes

Jiddu Krishnamurti photo

“We are concerned, not with the development of just one capacity, such as that of a mathematician, or a scientist, or a musician, but with the total development of the student as a human being.”

Jiddu Krishnamurti (1895–1986) Indian spiritual philosopher

"Life Ahead: On Learning and the Search for Meaning" (1963), Introduction http://www.jkrishnamurti.com/krishnamurti-teachings/view-text.php?tid=38&chid=331, J.Krishnamurti Online, JKO Serial No. 261, p. 13, 2005 edition
1960s
Context: Learning in the true sense of the word is possible only in that state of attention, in which there is no outer or inner compulsion. Right thinking can come about only when the mind is not enslaved by tradition and memory. It is attention that allows silence to come upon the mind, which is the opening of the door to creation. That is why attention is of the highest importance. Knowledge is necessary at the functional level as a means of cultivating the mind, and not as an end in itself. We are concerned, not with the development of just one capacity, such as that of a mathematician, or a scientist, or a musician, but with the total development of the student as a human being. How is the state of attention to be brought about? It cannot be cultivated through persuasion, comparison, reward or punishment, all of which are forms of coercion. The elimination of fear is the beginning of attention. Fear must exist as long as there is an urge to be or to become, which is the pursuit of success, with all its frustrations and tortuous contradictions. You can teach concentration, but attention cannot be taught just as you cannot possibly teach freedom from fear; but we can begin to discover the causes that produce fear, and in understanding these causes there is the elimination of fear. So attention arises spontaneously when around the student there is an atmosphere of well-being, when he has the feeling of being secure, of being at ease, and is aware of the disinterested action that comes with love. Love does not compare, and so the envy and torture of "becoming" cease.

Richard Branson photo

“The talents of young people must not be stifled. Education is not just about getting the right grades in exams but it should encourage all students to develop their optimum capacity, whatever that may be. Schools and colleges should prepare young people for life.”

Richard Branson (1950) English business magnate, investor and philanthropist

From Branson's Foreword to the book: [Marcouse, Ian, 1996, Understanding Industry, Bath, Hodder & Stoughton, ix, 034067927-1, 2014]

Hannah Arendt photo

“The aim of totalitarian education has never been to instill convictions but to destroy the capacity to form any.”

Hannah Arendt (1906–1975) Jewish-American political theorist

“An environment-based education movement--at all levels of education--will help students realize that school isn't supposed to be a polite form of incarceration, but a portal to the wider world.”

Richard Louv (1949) American journalist

Source: Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder

“Some students at BYU perceive general education as an unfortunate burden that does little for them professionally. I was rudely awakened to this perception the first time that I taught Biology 100. Having loved biology my entire life, I assumed that all 250 students in my class would be as enthusiastic as I was to study biology. I quickly learned that most of my students dreaded having to take the course and had little interest in the sciences. My challenge was to help them learn to reverently admire the intricate wonders of God's creation that are evident when we study life. General education is especially important at BYU, for here a thoughtful study of the arts and sciences can be, in President Kimball's words, "bathed in the light and color of the restored gospel."”

Daniel J. Fairbanks (1956) American artist

Let me share with you a few of my own experiences.
The quoted line is taken from "Education for Eternity" (12 Septemebr 1967), by Spencer W. Kimball, p. 11, preschool address to BYU faculty and staff.
The Arts, the Sciences, and the Light of the Gospel (2000)

C.G. Jung photo

“Psychological or spiritual development always requires a greater capacity for anxiety and ambiguity.”

C.G. Jung (1875–1961) Swiss psychiatrist and psychotherapist who founded analytical psychology
Paulo Freire photo

“Education as the exercise of domination stimulates the credulity of students, with the ideological intent (often not perceived by educators) of indoctrinating them to adapt to the world of oppression.”

Paulo Freire (1921–1997) educator and philosopher

Source: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 2

Everett Dean Martin photo

“The educator aims at a slow process of development; the propagandist, at quick results. The educator tries to tell people how to think; the propagandist, what to think. The educator strives to develop individual responsibility; the propagandist, mass effects. The educator wants thinking; the propagandist, action. The educator fails unless he achieves an open mind; the propagandist, unless he achieves a closed mind.”

Everett Dean Martin (1880–1941)

Source: Are We Victims of Propaganda, Our Invisible Masters: A Debate with Edward Bernays (1929), p. 145

“Pay attention to your students. Hear what they say, try to find out what their capacities are, what make sense to them. Adapt what you are doing and saying to those capacities, but make your students stretch upward.”

M. H. Abrams (1912–2015) American literary theorist

People's Education interview (2007)
Context: Pay attention to your students. Hear what they say, try to find out what their capacities are, what make sense to them. Adapt what you are doing and saying to those capacities, but make your students stretch upward. I think the trick is to adapt to the level of a student, but never rest on that level — always make them reach out. … If a student does not quite get it the first time, he or she will come back and get it later. If you don’t set your writing — and teaching — at a level that makes them stretch, they are never going to develop their intellectual muscle.

Bernie Sanders photo

“This is truly a revolutionary proposal: all Americans will get the college education or job training they need, while having all student debt forgiven.”

Bernie Sanders (1941) American politician, senator for Vermont

Twitter Post https://twitter.com/SenSanders, (26 June 2019)
2010s, 2019, June 2019

Related topics