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Read through the most famous quotes by topic #ducati
All the dilemmas and questions of today were known in ethics more than 2,000 years ago. All the greatest teachers of mankind whether prophets such as Moses, Jesus, and Muhammad or non-prophets such as Confucius , Gautama, Buddha, Socrates, Kant, Tolstoy , and Martin Buber, covering a period from the sixth century BC up to the present ( Martin Buber died in 1965) have taught essentially the same morals. As distinguished from rules about social orders and ways of production , moral truths are constant. The reason for this lies in the fact that the riddle had been established at the moment of creation in the "prologue in heaven" in the act preceding the whole of human history. Intelligence, education, and experience do not in themselves help us approach or better understand all of that. Jesus pronounced his truth when he was a child and was slightly more than thirty when he was condemned. He needed neither knowledge nor experience for his great, capital truths about God and man because these truths could not be reached by knowledge or experience. Are they not "Hidden from the wise and the learned and revealed to the little ? ↗
The moment a person feels he has nothing left to learn is the moment life prepares to hit him hard enough to correct such ignorance. ↗
#ignorance #intelligence #knowledge #learning #ongoing-education
To understand a child we have to watch him at play, study him in his different moods; we cannot project upon him our own prejudices, hopes and fears, or mould him to fit the pattern of our desires. If we are constantly judging the child according to our personal likes and dislikes, we are bound to create barriers and hindrances in our relationship with him and in his relationships with the world. Unfortunately, most of us desire to shape the child in a way that is gratifying to our own vanities and idiosyncrasies; we find varying degrees of comfort and satisfaction in exclusive ownership and domination. ↗
When people say that school prepares children for the real world, what's implied is that it is the difficult parts of school (doing things you don't want to do, forced interaction with peers, following rules that you don't believe in) that are important. What's implied is that the real world is going to be an unhappy place and that being treated unfairly by people is a part of life. It may be a part of life in school, but it is not a part of our lives. School is as far away from the real world as possible. In school we learn that we cannot control our own destinies and that it is acceptable to let others govern our lives. In the real world we can take responsibility for choosing our own paths and governing our own lives. The real world is what we make it. ↗
While stationed in Fort Jackson, I experienced racial prejudice for the first time and came to the understanding that humans are not born with prejudice, but learn prejudice. Back home in South Dakota, I only knew one black American. The Scandinavians in my community treated him just like any other Swede; my family considered him a friend. My parents taught me, and I believed that all men are equal because God created all men in His image. One day during a week end furlough, I boarded a crowded city bus. As I walked down the aisle, I looked for an open seat. Looking towards the rear of the bus, I noticed three huge, young black men sitting on a bench in the back. I decided to squeeze onto the bench with them. As I sat down, a woman said in a very loud voice, "What is that white soldier doing in our part of the bus?" Neither my life experiences nor my education prepared me for what I experienced walking the streets of Fort Jackson. I saw water fountains for whites only, barbershops for blacks only, and separation for most aspects of Southern living. I discovered that the feelings of prejudice ran deeply amongst many of the people that we encountered. In fact, the blacks even trained separately from the whites during our military preparation, even though we all worked towards defending the United States of America. ↗
#black-americans #black-soldiers #bus-segregation #fort-jackson #racial-prejudice
Old Sam Hamilton saw this coming. He said there couldn’t be any more universal philosophers. The weight of knowledge is too great for one mind to absorb. He saw a time when one man would know only one little fragment, but he would know it well.” “Yes,” Lee said from the doorway, “and he deplored it. He hated it.” “Did he, now?” Adam asked... “Now you question it, I don’t know,” he said. “I don’t know whether he hated it or I hate it for him... Maybe the knowledge is too great and maybe men are growing too small... Maybe kneeling down to atoms, they’re becoming atom-sized in their souls. Maybe a specialist is only a coward, afraid to look out of his little cage. And think what any specialist misses! The whole world over his fence!” “We’re only talking about making a living.” “A living? Or money?” Lee said excitedly. “Money’s easy to make if it’s money you want. But with a few exceptions people don’t want money. They want luxury, and they want love, and they want admiration. ↗
Philosophy is a bitter medicine with many fearsome side effects, but if you are able to stomach it, it can cure your soul of the many ills and infirmities of ignorance. Given the choice, most men prefer not to take it, and many of those who do soon find that they cannot carry on with it. In the end, they choose what is more pleasant over what is more wholesome, and prefer the society of those who encourage them in their follies to that of those who admonish and improve them. You, on the other hand, appear to be minded otherwise, for when a young men sets for himself the highest standards of education and conduct, he naturally shuns the company of mindless nobodies and boldly seeks out that of the singular men who are prepared to teach him and challenge him and exhort him to virtue. In time, by his strivings, he will come to realize that it is from the hardest toil and noblest deeds that the purest and most persisting pleasures are to be had, and, taking pity on other men, and thinking also of the gods, he will do everything in his power to share this precious secret. ↗
The objective of learning is not necessarily to remember. It may even be salutary to forget. It is only when we forget the early pains and struggles of forming letters that we acquire the capacity for writing. The adult does not remember all the history s/he learned but s/he may hope to have acquired a standard of character and conduct, a sense of affairs and a feeling of change and development in culture. Naturally there is nothing against having a well-stocked mind provided it does not prevent the development of other capacities. But it is still more important to allow knowledge to sink into one in such a way that it becomes fruitful for life; this best done when we feel deeply all we learn. For the life of feeling is less conscious, more dream-like, than intellectual activity and leads to the subconscious life of will where the deep creative capacities of humanity have their being. It is from this sphere that knowledge can emerge again as something deeply significant for life. It is not what we remember exactly, but what we transform which is of real value to our lives. In this transformation the process of forgetting, of allowing subjects to sink into the unconscious before "re-membering" them is an important element. ↗
Niceness’—wholesome, integrated personality—is an excellent thing. We must try by every medical, educational, economic, and political means in our power to produce a world where as many people as possible grow up ‘nice’; just as we must try to produce a world where all have plenty to eat. But we must not suppose that even if we succeeded in making everyone nice we should have saved their souls. A world of nice people, content in their own niceness, looking no further, turned away from God, would be just as desperately in need of salvation as a miserable world—and might even be more difficult to save. For mere improvement is not redemption, though redemption always improves people even here and now and will, in the end, improve them to a degree we cannot yet imagine. God became man to turn creatures into sons: not simply to produce better men of the old kind but to produce a new kind of man. It is not like teaching a horse to jump better and better but like turning a horse into a winged creature. Of course, once it has got its wings, it will soar over fences which could never have been jumped and thus beat the natural horse at its own game. But there may be a period, while the wings are just beginning to grow, when it cannot do so: and at that stage the lumps on the shoulders—no one could tell by looking at them that they are going to be wings—may even give it an awkward appearance. ↗
Of course, there is a portion of reading quite indispensable to a wise man. History and exact science he must learn by laborious reading. Colleges, in like manner, have their indispensable office, - to teach elements. But they can only highly serve us, when they aim not to drill, but to create; when they gather from far every ray of various genius to their hospitable halls, and, by the concentrated fires, set the hearts of their youth on flame. Thought and knowledge are natures in which apparatus and pretension avail nothing. Gowns, and pecuniary foundations, though of towns of gold, can never countervail the least sentence or syllable of wit. Forget this, and our American colleges will recede in their public importance, whilst they grow richer every year. ↗
