Bertrand Russell
Bertrand Russell
Bertrand Arthur William Russell, 3rd Earl Russell, OM, FRSwas a British philosopher, logician, mathematician, historian, writer, social critic, political activist and Nobel laureate. At various points in his life he considered himself a liberal, a socialist, and a pacifist, but he also admitted that he had "never been any of these things, in any profound sense". He was born in Monmouthshire into one of the most prominent aristocratic families in the United Kingdom...
NationalityBritish
ProfessionPhilosopher
Date of Birth18 May 1872
What's the difference between a bright, inquisitive five-year-old, and a dull, stupid nineteen-year-old? Fourteen years of the British educational system.
Children, after being limbs of Satan in traditional theology and mystically illuminated angels in the minds of educational reformers, have reverted to being little devils; not theological demons inspired by the evil one, but scientific Freudian abominations inspired by the unconscious.
To teach how to live without certainty and yet without being paralysed by hesitation is perhaps the chief thing that philosophy, in our age, can do for those who study it.
Some people would rather die than think.
The trouble with the world is that the stupid are cocksure and the intelligent are full of doubt.
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.
The fact that an opinion has been widely held is no evidence whatever that it is not utterly absurd.
We are faced with the paradoxical fact that education has become one of the chief obstacles to intelligence and freedom of thought.
Men are born ignorant, not stupid. They are made stupid by education.
Almost all education has a political motive: it aims at strengthening some group, national or religious or even social, in the competition with other groups. It is this motive, in the main, which determines the subjects taught, the knowledge offered and the knowledge withheld, and also decides what mental habits the pupils are expected to acquire. Hardly anything is done to foster the inward growth of mind and spirit; in fact, those who have had the most education are very often atrophied in their mental and spiritual life.
Unless a man has been taught what to do with success after getting it, the achievement of it must inevitably leave him a prey to boredom.
We are all prone to the malady of the introvert who, with the manifold spectacle of the world spread out before him, turns away and gazes only upon the emptiness within. But let us not imagine there is anything grand about the introvert's unhappiness.
The social psychologist of the future will have a number of classes of school children on whom they will try different methods of producing an unshakable conviction that snow is black. When the technique has been perfected, every government that has been in charge of education for more than one generation will be able to control its subjects securely without the need of armies or policemen.