There is no such thing as education. The thing is merely a loose phrase for the passing on to others of whatever truth or virtue we happen to have ourselves. It is typical of our time that the more doubtful we are about the value of philosophy, the more certain we are about the value of education. That is to say, the more doubtful we are about whether we have any truth, the more certain we are (apparently) that we can teach it to our children.
Interpretation
Education is often misunderstood as merely transferring information, rather than imparting true understanding and virtue.
In this quote, Gilbert K. Chesterton critiques the modern perception of education, suggesting that it is often treated as a straightforward transmission of knowledge. He argues that this attitude reflects a deeper uncertainty about philosophical truths and virtues, leading us to overvalue education as a means of teaching our children, even when we may not truly grasp the truths ourselves.
In practice
During a lecture discussing the philosophy of education, this quote could emphasize the importance of understanding deeper truths rather than just imparting facts.
Tradition does not mean a dead town; it does not mean that the living are dead but that the dead are alive. It means that it still matters what Penn did two hundred years ago or what Franklin did a hundred years ago; I never could feel in New York that it mattered what anybody did an hour ago.
I owe my success to having listened respectfully to the very best advice, and then going away and doing the exact opposite.
The good Bishop of Assisi expressed a sort of horror at the hard life which the Little Brothers lived at the Portiuncula, without comforts, without possessions, eating anything they could get and sleeping anyhow on the ground. St. Francis answered him with that curious and almost stunning shrewdness which the unworldly can sometimes wield like a club of stone. He said, 'If we had any possessions, we should need weapons and laws to defend them.
The ordinary scientific man is strictly a sentimentalist. He is a sentimentalist in this essential sense, that he is soaked and swept away by mere associations.
I suppose every one must have reflected how primeval and how poetical are the things that one carries in one's pocket; the pocket-knife, for instance, the type of all human tools, the infant of the sword. Once I planned to write a book of poems entirely about things in my pockets. But I found it would be too long; and the age of the great epics is past.
Madness does not come by breaking out, but by giving in; by settling down in some dirty, little, self-repeating circle of ideas; by being tamed.
No graduation speaker will ever tell you that the future is anything but uncertain. It never is. But graduations need not only be obsessed with looking ahead; a graduation can be a day on which we turn back and trace our steps to see how we ended up where we are.
To handle a language skillfully is to practice a kind of evocative sorcery.
We read books to find out who we are. What other people, real or imaginary, do and think and feel... is an essential guide to our understanding of what we ourselves are and may become.
Young film makers should learn how to deal with the money and learn how to deal with the power structure. Because it is like a battle.
For most of us the rules of English grammar are at best a dimly remembered thing. But even for those who make the rules, grammatical correctitude sometimes proves easier to urge than to achieve. Among the errors cited in this book are a number committed by some of the leading authorities of this century. If men such as Fowler and Bernstein and Quirk and Howard cannot always get their English right, is it reasonable to expect the rest of us to?
People don't realize how a man's whole life can be changed by one book.
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