Bertrand Russell Quotes About Learning
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When you want to teach children to think, you begin by treating them seriously when they are little, giving them responsibilities, talking to them candidly, providing privacy and solitude for them, and making them readers and thinkers of significant thoughts from the beginning. That’s if you want to teach them to think.
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The world is full of magical things patiently waiting for our wits to grow sharper.
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What is best in mathematics deserves not merely to be learnt as a task, but to assimilated as a part of daily thought, and brought again and again before the mind with ever-renewed encouragement.
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Passive acceptance of the teacher's wisdom is easy to most boys and girls. It involves no effort of independent thought, and seems rational because the teacher knows more than his pupils; it is moreover the way to win the favour of the teacher unless he is a very exceptional man. Yet the habit of passive acceptance is a disastrous one in later life. It causes man to seek and to accept a leader, and to accept as a leader whoever is established in that position.
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Abstract work, if one wishes to do it well, must be allowed to destroy one's humanity; one raises a monument which is at the same time a tomb, in which, voluntarily, one slowly inters oneself.
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Language serves not only to express thought but to make possible thoughts which could not exist without it.
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The fact that an opinion has been widely held is no evidence whatever that it is not utterly absurd; indeed in view of the silliness of the majority of mankind, a widely spread belief is more likely to be foolish than sensible.
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We are faced with the paradoxical fact that education has become one of the chief obstacles to intelligence and freedom of thought.
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Truth is a shining goddess, always veiled, always distant, never wholly approachable, but worthy of all the devotion of which the human spirit is capable.
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Man has existed for about a million years. He has possessed writing for about 6,000 years, agriculture somewhat longer, but perhaps not much longer. Science, as a dominant factor in determining the belief of educated men, has existed for about 300 years; as a source of economic technique, for about 150 years. In this brief period it has proved itself an incredibly powerful revolutionary force. When we consider how recently it has risen to power, we find ourselves forced to believe that we are at the very beginning of its work in transforming human life.
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