“But in her striving toward education, woman must remember that all educational systems are only the means for the development of a higher knowledge and culture. The true culture of thought is developed by the culture of spirit and heart. Only such a combination gives that great synthesis without which it is impossible to realize the real grandeur, diversity, and complexity of human life in its cosmic evolution. Therefore, while striving to knowledge, may woman remember the Source of Light and the Leaders of Spirit—those great Minds who, verily, created the consciousness of humanity. In approaching this Source, this leading Principle of Synthesis, humanity will find the way to real evolution.”

— Helena Roerich

1 March 1929

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

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Helena Roerich 58

Russian philosopher 1879–1955

Alberto Assa (1909–1996) Colombian eductor and translator

No habrá desarrollo sin educación, ni progreso sin cultura.
Instituto Experimental del Atlántico "José Celestino Mutis" http://web.archive.org/web/20130421041951/http://www.colegio-iea.com/Glosas%20Experimentales_Nr1.pdf

“A mass culture is a culture which can be appropriated by the meanest capacities without any intellectual or moral effort whatsoever. … Liberal education is the counterpoison to mass culture, to the corroding effects of mass culture, to its inherent tendency to produce nothing but “specialists without spirit or vision and voluptuaries without heart.””

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

“What is liberal education,” p. 5 [The phrase “specialists without spirit or vision and voluptuaries without heart.” is from Max Weber]
Liberalism Ancient and Modern (1968)

“Thematic investigation thus becomes a common striving towards awareness of reality and towards self-awareness, which makes this investigation a starting point for the educational process or for cultural action of a liberating character.”

Paulo Freire (1921–1997) educator and philosopher

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

“Without underestimating the virtues of technical, specialized and necessary education, we cannot accept an education that eliminates the other dimension of human knowledge, that which motivates us to be more cultured, more human, deeper, more emotional.”

José Baroja (1983) Chilean author and editor

Source: Perú Informa. Interview. https://www.peruinforma.com/entrevista-cultural-al-escritor-chileno-jose-baroja/

“As educators of linguistically and culturally diverse students we face choices with respect to how we view language and human potential. Is language the means of interpreting our increasingly complex world and mobilizing intellect, imagination, and identity to create new knowledge and act on social realities or is it simply a set of sounds and symbols and the codes that bind them? Can our society benefit from all the intelligence, imagination, and multilingual talent it can get or should schools develop these attributes only among a privileged elite while focusing on English-only basic skills for those constructed as incapable of independent learning?”

Jim Cummins (professor) (1949) professor at the Ontario Institute for Studies in Education of the University of Toronto

Language and the Human Spirit (2003)

“Our educational policy must enable everyone who receives an education to develop morally, intellectually and physically and become a worker with both socialist consciousness and culture.”

Mao Zedong (1893–1976) Chairman of the Central Committee of the Communist Party of China

On the Correct Handling of Contradictions Among the People

“"Teaching," wrote Alain, "must be determinedly slow in pace." This phrase is full of meaning for some modern educators with a dangerous tendency towards neglecting the ancient culture of the race, a necessary foundation for all education, and towards stressing recent doctrines and happenings. Information is not culture, and young men need culture much more than they need information.”

André Maurois (1885–1967) French writer

Un Art de Vivre (The Art of Living) (1939), The Art of Working

“Each of our moral, mental, and bodily powers must have its development based upon its own nature, and not based upon artificial and outside influences. Faith must be developed by exercises in believing and cannot be developed from the knowledge and understanding, only, of what is to be believed; thought must grow from thinking, for it cannot come simply from the knowledge and understanding of what is to be thought, or the laws of thought; love must be developed by loving, for it does not arise merely from a knowledge and understanding of what love is and of what ought to be loved; art, also, can only be cultivated through doing artistic work and acquiring skill, for unending discussion of art and skill will not develop them. Such a return to the true method of Nature in the method of the development of our powers necessitates the subordination of education to the knowledge of the various laws which govern those powers.”

Johann Heinrich Pestalozzi (1746–1827) Swiss pedagogue and educational reformer

Address to his household, Yverdon, Switzerland, on his seventy-second birthday (1818-01-12)

“Western culture in our education system will make our youth forget our cultural heritage, and will be completely Westernised. A country which forgets its own culture also loses its vibrancy.”

Dinanath Batra (1930) Indian school teacher

On the effect of western culture on Indian educations, as quoted in " Dinanath Batra targets foreign universities in new book http://www.deccanchronicle.com/141028/nation-current-affairs/article/dinanath-batra-targets-foreign-universities-new-book" Deccan Chronicle (28 October 2014)

“Ghetto is impotence. Cultural cross-fertilization is the only possibility for human development.”

Isaac Leib Peretz (1852–1915) Yiddish language author and playwright

Vegn vos Firn op fun Yidishkeit, 1911. S. Liptzin. Peretz. Yivo, 1947, p. 378.
Context: We should get out of the ghetto, but we should get out as Jews, with our own spiritual treasures. We should interchange, give and take, but not beg. Ghetto is impotence. Cultural cross-fertilization is the only possibility for human development.

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