Liberal Education Quotes

Quotes tagged as "liberal-education" Showing 1-6 of 6
Ann Radcliffe
“A well-informed mind is the best security against the contagion of folly and vice. The vacant mind is ever on the watch for relief, and ready to plunge into error, to escape from the languor of idleness. Store it with ideas, teach it the pleasure of thinking; and the temptations of the world without, will be counteracted by the gratifications derived from the world within.”
Ann Radcliffe, The Mysteries of Udolpho

Fareed Zakaria
“Because of the times we live in, all of us, young and old, do not spend enough time and effort thinking about the meaning of life. We do not look inside ourselves enough to understand our strengths and weaknesses, and we do not look around enough - a the world, in history - to ask the deepest and broadest questions. The solution surely is that, even now, we could all use a little bit more of a liberal education.”
Fareed Zakaria, In Defense of a Liberal Education

Charles Murray
“We should look at the kind of work that goes into acquiring a liberal education at the college level in the same way that we look at the grueling apprenticeship that goes into becoming a master chef: something that understandably attracts only a limited number of people. Most students at today's colleges choose not to take the courses that go into a liberal education because the capabilities they want to develop lie elsewhere. These students are not lazy, any more than students who don't want to spend hours learning how to chop carrots into a perfect eighth-inch dice are lazy. A liberal education just doesn't make sense for them.”
Charles Murray, Real Education: Four Simple Truths for Bringing America's Schools Back to Reality

“The first obstacle [to liberal education] is the learning situation itself. What is the ideal learning situation? It is the more or less continuous contact between a student and his teacher, who is another student, more advanced in many ways, but still learning himself. This situation usually does not prevail; in fact, it is extremely rare. Since the immemorial, institutions of learning, especially higher learning, have been established, called „schools“ — and the ambiguity of the term becomes immediately apparent. Institutionalization means ordering activities into certain patters; in the case of learning activities, into classes, schedules, courses, curriculums, examinations, degress, and all the venerable and sometimes ridiculous paraphernalia of academic life. The point is that such institutionalization cannot be avoided: both the gregarious and the rational character of man compel him to impose upon himself laws and regulations. Moreover, the discipline of learning itself seems to require an orderly and planned procedure. And yet we all know how this schedule routine can interfere with the spontaneity of questioning and of leaning and the occurrence of genuine wonderment. A student may even never become aware that there is the possibility of spontaneous learning which depends merely on himself and on nobody and nothing else. Once the institutional character of learning tends to prevail, the goal of liberal education may be completely lost sight of, whatever other goals may be successfully reached. And I repeat, this obstacle is not extraneous to learning. It is prefigured in the methodical and systematic character of exploratory questioning. It has to be faced over and over again.”
Jacob Klein, Lectures And Essays

Gregory S. Prince, Jr.
“As human beings, are we meant to develop as individuals serving only our own needs or also serving the needs of others? Do we aspire to develop as critically thinking, creative,innovative, humane people, or do we just want to think of ourselves as members of a specific nation and culture? Freedom allows choice and liberal education advocates for a specific choice: that the purpose of freedom is to enable creative, critically thinking,caring individuals to build healthy societies that serve universal (not just parochial) ends.”
Gregory S. Prince, Jr.

“The second obstacle to liberal education is our condition as heirs of intellectual traditions. Here again, it is man’s own rational nature that brings this obstacle about. Animals do not pass on their skills to their progeny in such a way that those skills can accumulate and grow. Man, and only man, does precisely that. His skills and knowledges are many-storied edifices. Each generation adds something to what has been previously built and preserved. We are proud of this fact and call it progress. And, indeed, such progress does exist in definite areas. But this very fact confronts us with the ever-present danger of sedimentation, fossilisation, or petrification of our knowledge. We are fond of pointing to the European universities of the fifteenth and sixteenth centuries which exhibit those petrifying tendencies rather clearly and are prone to exalt the fresh wind of the Renaissance and Humanism that blew all the accumulated dust away. But it behooves us to look at our own institutions of higher learning and to discern these same tendencies among us. We are not immune. This danger is inherent in all learning and all scholarship, and liberal education can never ignore it.”
Jacob Klein, Lectures And Essays