Understanding Europe Quotes

“It is essential to realize that the Christian community in the past was not a pious ideal, but a juridical fact which underlay the social organization of Western culture.”
― Christopher Henry Dawson, Understanding Europe

“...education has always meant the initiation of the young into the social and spiritual inheritance of the community: in other words, education has meant the transmission of culture.”
― Christopher Henry Dawson, Understanding Europe

“...the more widely we extend the range of education, the more necessary it is to provide some principle of cohesion to counterbalance the centrifugal tendencies of specialization and utilitarianism.”
― Christopher Henry Dawson, Understanding Europe

“For the immense extension of the scale of education and its ramification into a hundred specialisms and technical disciplines has left the state as the only unifying element in the whole system. In the past the traditional system of classical education provided a commo intellectual background and a common scale of values which transcended national and political frontiers and formed the European or Western republic of letters of which every scholar was a citizen.”
― Christopher Henry Dawson, Understanding Europe

“The obvious difficulty that has prevented the study of European culture becoming a part of the regular curriculum of studies is its vastness and its complexity. The great advantage of classical education was the fact that it involved the study of only two languages and two literatures and histories. But European culture has produced about twenty vernacular literatures, and its history is spread out among an even larger number of political communities. At first sight it is an unmanageable proposition and we can understand how educationalists have so often come to acquiesce in a cultural nationalism which at least saved them from being overwhelmed by a multiplicity of strange tongues and unknown literatures. But the true method, it seems to me, is rather to find the consitutive factors of the European community and to make them the basis of our study.
This means reversing the traditional nationalist approach which concentrated the student's attention on the distinctive characteristics of the national cultures and disregarded or passed lightly over the features that they shared in common. It means also that we should have to devote much more attention to the religious development, since it was in religion that Europe found its original basis of unity.”
― Christopher Henry Dawson, Understanding Europe

“The events of the last forty years have inflicted such a blow to the self confidence of Western civilization and to the belief in progress which was so strong during the nineteenth century, that men tend to go too far in the opposite direction: in fact the modern world is experiencing the same kind of danger which was so fatal to the ancient world--the crisis of which Gilbert Murray writes in his Four Stages of Greek Religion as "The Loss of Nerve.”
― Christopher Henry Dawson, Understanding Europe

“If we are to make the ordinary man aware of the spiritual uity out of which asll the separate activities of our civilization have arisen, it is necessary in the first place to look at Western civilization as a whole and to treat it wit the same objective appreciation and respect which the humanists of the past devoted to the civilization of antiquity.
This does not seem much to ask; yet there have always been a number of reasons which stood in the way of its fulfillment.
In the first place, there has been the influence of modern nationalism, which has led every European people to insist on what distinguished it from the rest, instead of what united it with them. It is not necessary to seek for examples in the extremism of German racial nationalists and their crazy theories, proving that everything good in the world comes from men with Germanic blood. Leaving all these extravagances out of account, we still have the basic fact that modern education in general teaches men the history of their country and the literature of their own tongue, as though these were complete wholes and not part of a greater unity.
In the second place, there has been the separation between religion and culture, which arose partly from the bitterness of the internal divisions of Christendom and partly from a fear lest the transcendent divine values of Christianity should be endangered by any identification or association of them with the relative human values of culture. Both these factors have been at work, long before our civilization was actually secularized. They had their origins in the Reformation period, and it was Martin Luther in particular who stated the theological dualism of faith and works in such a drastic form as to leave no room for any positive conception of a Christian culture, such as had hitherto been taken for granted.
And in the third place, the vast expansion of Western civilization in modern times has led to a loss of any standard of comparison or any recognition of its limits in time and space. Western civilization has ceased to be one civilization amongst others: it became civilization in the absolute sense.
It is the disappearance or decline of this naive absolutism and the reappearance of a sense of the relative and limited character of Western civilization as a particular historic culture, which are the characteristic features of the present epoch.”
― Christopher Henry Dawson, Understanding Europe

“Classical education was only half the old system of European education--below it and above it there was the religious education that was common to the whole people, and the higher theological education that was peculiar to the clergy, who provided the majority of the teachers in both the other departments of education.

Now the lowest level of this structure, which has been least studied and least regarded, was the most important of them all. It is true that it differed considerably in different parts of Europe, but for the religious rather than material reasons. In Protestant Europe it was founded on the Bible and the catechism, whereas in Catholic Europe it was based on the liturgy and on religious art and drama and mime, which made the Church the school of the people. But in either case it provided a system of common beliefs and moral standards, as well as the archetypal patterns of world history and sacred story which formed the background of their spiritual world.”
― Christopher Henry Dawson, Understanding Europe

“...the establishment of a universal system of public education inevitably changed the relations of education to the state.

It is this above all else which has caused the mind of our society to lose its independence, so that there is no power left outside politics to guide modern civilization, when the politicians go astray. For in proportion as education becomes controlled by the state, it becomes nationalized, and in extreme cases the servant of a political party.”
― Christopher Henry Dawson, Understanding Europe

“In spite of this, there is no doubt that the modern European and American system of universal education suffered from serious defects. In the first place, the achievement of universality was purchased by the substitution of quantitative for qualitative standards. Education was accepted as a good in itself and the main question was how to increase the total output: how to teach more and more people more and more subjects for longer and longer periods. But in proportion as education became universal, it became cheapened. Instead of being regarded as the privilege of a few it became a compulsory routine for everybody.”
― Christopher Henry Dawson, Understanding Europe

“Whatever may be the cause of this crisis, it is certain that it is a spiritual one, since it represents the failure of civilized man to control the forces that he has created. It is due above all to the loss of common purpose in Western culture and the lack of a common intelligence to guide the new forces that are changing human life. Yet this failure is certainly not due to neglect of education in modern society. No civilization in history has ever devoted so much time and money and organization to education as our own. And it is one off the most tragic features of the situation that our failure has been the failure of the first society to be universally educated, one which had been subjected to a more systematic and completely national education than any society f the past.”
― Christopher Henry Dawson, Understanding Europe