Educate Quotes (13 quotes)
I am by training a positivist, by inclination a pragmatist, in temperament a mystic, in practice a democrat; my faith Jewish, educated by Catholics, a habitual Protestant; born in Europe, raised in the Midwest, hardened in the East, softened in California and living in Israel.
In the end, science as we know it has two basic types of practitioners. One is the educated man who still has a controlled sense of wonder before the universal mystery, whether it hides in a snail’s eye or within the light that impinges on that delicate organ. The second kind of observer is the extreme reductionist who is so busy stripping things apart that the tremendous mystery has been reduced to a trifle, to intangibles not worth troubling one’s head about.
Indeed the modern developments of mathematics constitute not only one of the most impressive, but one of the most characteristic, phenomena of our age. It is a phenomenon, however, of which the boasted intelligence of a “universalized” daily press seems strangely unaware; and there is no other great human interest, whether of science or of art, regarding which the mind of the educated public is permitted to hold so many fallacious opinions and inferior estimates.
It is the mark of an educated mind to be able to entertain a thought without accepting it.
No! What we need are not prohibitory marriage laws, but a reformed society, an educated public opinion which will teach individual duty in these matters. And it is to the women of the future that I look for the needed reformation. Educate and train women so that they are rendered independent of marriage as a means of gaining a home and a living, and you will bring about natural selection in marriage, which will operate most beneficially upon humanity. When all women are placed in a position that they are independent of marriage, I am inclined to think that large numbers will elect to remain unmarried—in some cases, for life, in others, until they encounter the man of their ideal. I want to see women the selective agents in marriage; as things are, they have practically little choice. The only basis for marriage should be a disinterested love. I believe that the unfit will be gradually eliminated from the race, and human progress secured, by giving to the pure instincts of women the selective power in marriage. You can never have that so long as women are driven to marry for a livelihood.
Our treatment of this science will be adequate, if it achieves the amount of precision which belongs to its subject matter.
The educated don’t get that way by memorizing facts; they get that way by respecting them.
The explosive component in the contemporary scene is not the clamor of the masses but the self-righteous claims of a multitude of graduates from schools and universities. This army of scribes is clamoring for a society in which planning, regulation, and supervision are paramount and the prerogative of the educated. They hanker for the scribe’s golden age, for a return to something like the scribe-dominated societies of ancient Egypt, China, and Europe of the Middle Ages. There is little doubt that the present trend in the new and renovated countries toward social regimentation stems partly from the need to create adequate employment for a large number of scribes. And since the tempo of the production of the literate is continually increasing, the prospect is of ever-swelling bureaucracies.
The greatest possibility of evil in self-medication [with penicillin] is the use of too-small doses, so that, instead of clearing up the infection, the microbes are educated to resist penicillin and a host of penicillin-fast organisms is bred out which can be passed on to other individuals and perhaps from there to others until they reach someone who gets a septicemia or a pneumonia which penicillin cannot save. In such a case the thoughtless person playing with penicillin treatment is morally responsible for the death of the man who finally succumbs to infection with the penicillin-resistant organism. I hope this evil can be averted.
The moral faculties are generally and justly esteemed as of higher value than the intellectual powers. But we should bear in mind that the activity of the mind in vividly recalling past impressions is one of the fundamental though secondary bases of conscience. This affords the strongest argument for educating and stimulating in all possible ways the intellectual faculties of every human being.
There are few enough people with sufficient independence to see the weaknesses and follies of their contemporaries and remain themselves untouched by them. And these isolated few usually soon lose their zeal for putting things to rights when they have come face to face with human obduracy. Only to a tiny minority is it given to fascinate their generation by subtle humour and grace and to hold the mirror up to it by the impersonal agency of art. To-day I salute with sincere emotion the supreme master of this method, who has delighted–and educated–us all.
To educate means to influence the whole personality of the student.
We should be very jealous of who speaks for science, particularly in our age of rapidly expanding technology. How can the public be educated? I do not know the specifics, but of this I am certain: The public will remain uninformed and uneducated in the sciences until the media professionals decide otherwise. Until they stop quoting charlatans and quacks and until respected scientists speak up.