"Education for Independent Thought" in The New York Times, 5 October 1952. Reprinted in Ideas and Opinions (1954)
1950s
Context: It is not enough to teach a man a specialty. Through it he may become a kind of useful machine but not a harmoniously developed personality. It is essential that the student acquire an understanding of and a lively feeling for values. He must acquire a vivid sense of the beautiful and of the morally good. Otherwise he—with his specialized knowledge—more closely resembles a well-trained dog than a harmoniously developed person. He must learn to understand the motives of human beings, their illusions, and their sufferings in order to acquire a proper relationship to individual fellow-men and to the community. These precious things are conveyed to the younger generation through personal contact with those who teach, not—or at least not in the main—through textbooks. It is this that primarily constitutes and preserves culture. This is what I have in mind when I recommend the "humanities" as important, not just dry specialized knowledge in the fields of history and philosophy.
Ch. 1 : The Foundations of Liberal Policy § 11 : The Limits of Governmental Activity http://mises.org/liberal/ch1sec11.asp
Liberalism (1927)
Context: A free man must be able to endure it when his fellow men act and live otherwise than he considers proper. He must free himself from the habit, just as soon as something does not please him, of calling for the police.
Source: Unless You Become Like This Child
"Definitions of Poetry" (1811).
Context: Poetry is not the proper antithesis to prose, but to science. Poetry is opposed to science, and prose to metre. The proper and immediate object of science is the acquirement, or communication, of truth; the proper and immediate object of poetry is the communication of immediate pleasure.
Part III : Selection on Education from Kant's other Writings, Ch. I Pedagogical Fragments, # 3
The Educational Theory of Immanuel Kant (1904)
Context: The child must be brought up free (that he allow others to be free). He must learn to endure the restraint to which freedom subjects itself for its own preservation (experience no subordination to his command). Thus he must be disciplined. This precedes instruction. Training must continue without interruption. He must learn to do without things and to be cheerful about it. He must not be obliged to dissimulate, he must acquire immediate horror of lies, must learn so to respect the rights of men that they become an insurmountable wall for him. His instruction must be more negative. He must not learn religion before he knows morality. He must be refined, but not spoiled (pampered). He must learn to speak frankly, and must assume no false shame. Before adolescence he must not learn fine manners; thoroughness is the chief thing. Thus he is crude longer, but earlier useful and capable.
Other
Source: 1970s, Margaret Mead: Some Personal Views (1979), p. 249
"Four Things," Poems, vol. 1 (vol. 9 of The Works of Henry Van Dyke) (1920).
“Growing up is losing some illusions, in order to acquire others.”
Source: The Principles of State and Government in Islam (1961), Chapter 5: The Citizens And The Government, p 89
1940s, Religion and Science: Irreconcilable? (1948)
Context: Science, in the immediate, produces knowledge and, indirectly, means of action. It leads to methodical action if definite goals are set up in advance. For the function of setting up goals and passing statements of value transcends its domain. While it is true that science, to the extent of its grasp of causative connections, may reach important conclusions as to the compatibility and incompatibility of goals and evaluations, the independent and fundamental definitions regarding goals and values remain beyond science's reach.
As regards religion, on the other hand, one is generally agreed that it deals with goals and evaluations and, in general, with the emotional foundation of human thinking and acting, as far as these are not predetermined by the inalterable hereditary disposition of the human species. Religion is concerned with man's attitude toward nature at large, with the establishing of ideals for the individual and communal life, and with mutual human relationship. These ideals religion attempts to attain by exerting an educational influence on tradition and through the development and promulgation of certain easily accessible thoughts and narratives (epics and myths) which are apt to influence evaluation and action along the lines of the accepted ideals.
