Education in the true sense, of course, is an enablement to serve-both the living human community in its natural household or neighborhood and the precious cultural possessions that the living community inherits or should inherit.
Interpretation
Education is not just about personal gain, but about empowering individuals to serve their communities and preserve culture.
Wendell Berry emphasizes that true education goes beyond mere knowledge acquisition; it involves enabling individuals to actively contribute to their communities and to conserve the cultural heritage that enriches society. Education is portrayed as a responsibility to the living community and its shared values, suggesting that learning should serve both individual growth and collective well-being.
In practice
In a graduation speech emphasizing community service.
We weren't allowing our hopes to become expectations. Expectations are tempting, pleasant, maybe necessary. They are scary too, once you have had some experience. They are not necessarily and not always a bucket of smoke, but they can be and are even likely to be.
The uplands of my home country in north central Kentucky are sloping and easily eroded, dependent for safekeeping upon year-round cover of perennial plants.
A corporation, essentially, is a pile of money to which a number of persons have sold their moral allegiance.
WE ARE DESTROYING OUR COUNTRY - I mean our country itself, our land. This is a terrible thing to know, but it is not a reason for despair unless we decide to continue the destruction. If we decide to continue the destruction, that will not be because we have no other choice. This destruction is not necessary. It is not inevitable, except that by our submissiveness we make it so.
Much of our waste problem is to be accounted for by the intentional flimsiness and unrepairability of the labor-savers and gadgets that we have become addicted to.
We had entered an era of limitlessness, or the illusion thereof, and this in itself is a sort of wonder. My grandfather lived a life of limits, both suffered and strictly observed, in a world of limits. I learned much of that world from him and others, and then I changed; I entered the world of labor-saving machines and of limitless cheap fossil fuel. It would take me years of reading, thought, and experience to learn again that in this world limits are not only inescapable but indispensable.
Let those who will write the nation's laws, if I can write its textbooks.
An educational foundation is only part of the equation. In order for creativity to flourish and imagination to take hold, we also need to expose our children to the arts from a very young age.
Don't hedge your prose with little timidities. Good writing is lean and confident. . . . Every little qualifier whittles away some fraction of the reader's trust. Readers want a writer who believes in himself and in what he is saying. Don't diminish that belief. Don't be kind of bold. Be bold.
You can’t learn to write in college. It’s a very bad place for writers because the teachers always think they know more than you do—and they don’t. They have prejudices. They may like Henry James, but what if you don’t want to write like Henry James? They may like John Irving, for instance, who’s the bore of all time. A lot of the people whose work they’ve taught in the schools for the last thirty years, I can’t understand why people read them and why they are taught.
It is by teaching that we teach ourselves, by relating that we observe, by affirming that we examine, by showing that we look, by writing that we think, by pumping that we draw water into the well.
When you read a piece of writing that you admire, send a note of thanks to the author.
Subscribe for the occasional hand-picked quote. No noise.