Academics From The United States

"We do not seem to get very far by talking about democracy. We know that Germany is not one. She says so. We know that Russia is not one, though Stalin says she is one. We are not sure about some elements in the government of England and France. We are not altogether sure about this country. The reason is, of course, that we do not know what a democracy is or grasp the fundamental notions on which it rests. [...] Is democracy a good form of government? Is the United States a democracy? If we are to prepare to defend democracy we must be able to answer these questions. I repeat that our ability to answer them is much more important than the quantity or quality of aeroplanes, bombs, tanks, flame-throwers, and miscellaneous munitions that we can hurl at the enemy."

"The degree now has little significance in terms of education. It is the recognition accorded a person who has passed through an eight-year elementary school, a four-year high school, and a four-year college. These institutions are regarded as fixed and immutable, to be eternally crowned by the bachelor’s degree. What goes on in them is not important. The degree does not stand for education; it stands for a certain number of years in educational institutions, and this is not the same thing."

"We know now that mechanical and technical progress is not identical with civilization. We must conclude, in fact, that our faith that technology will take the place of justice has been naive. Technology supplies the goods we want, for material goods are indubitably goods. Technology can give us bigger, brighter, faster, and cheaper automobiles. It cannot tell us who ought to have them, or how many, or where they should go. The notion that a just and equitable distribution of goods will be achieved by the advance of technology or that by its aid we shall put material goods in their proper relation to all others is reduced to absurdity by the coincidence of the zenith of technology and the nadir of moral and political life."

"Now what I want to know is why I should have had to wait until age forty-three to get an education somewhat worse than that which any sophomore ought to have. The liberal arts are the arts of freedom. To be free a man must understand the tradition in which he lives. A great book is one which yields up through the liberal arts a clear and important understanding of our tradition. An education which consisted of the liberal arts as understood through great books and of great books understood through the liberal arts would be one and the only one which would enable us to comprehend the tradition in which we live. It must follow that if we want to educate our students for freedom, we must educate them in the liberal arts and in the great books. And this education we must give them, not by the age of forty-three, but by the time they are eighteen, or at the latest twenty."

"Many colleges of liberal arts and the researches of many scholars in the humanities and the social studies are important only to those whose livelihood depends upon them."

"Well, it seems to me it might be better if the colleges had race horses. The jockeys could wear the school colors and they could ride the races, and the horses wouldn't have to pass the entrance examinations."

"A university is a community of scholars. It is not a kindergarten; it is not a club; it is not a reform school; it is not a political party; it is not an agency of propaganda. A university is a community of scholars.The greatest university is that in which the largest proportion of these scholars are most competent in their chosen fields.A college teaches, a university both teaches and learns."

"My view of university training is to unsettle the minds of young men, to widen their horizons, to inflame their intellects. It is not a hardening, or settling process. Education is not to teach men facts, theories, or laws; it is not to reform them, or amuse them, or to make them expert technicians in any field; it is to teach them to think, to think straight if possible; but to think always for themselves."

"Yes, evolution by descent from a common ancestor is clearly true. If there was any lingering doubt about the evidence from the fossil record, the study of DNA provides the strongest possible proof of our relatedness to all other living things."

"There are answers that science isn’t able to provide about the natural world—the questions about why instead of the questions about how. I’m interested in the whys. I find many of those answers in the spiritual realm. That in no way compromises my ability to think rigorously as a scientist."

"As someone who's had the privilege of leading the human genome project, I've had the opportunity to study our own DNA instruction book at a level of detail that was never really possible before. It's also now been possible to compare our DNA with that of many other species. The evidence supporting the idea that all living things are descended from a common ancestor is truly overwhelming. I would not necessarily wish that to be so, as a Bible-believing Christian. But it is so. It does not serve faith well to try to deny that."

"The God of the Bible is also the God of the genome. He can be worshipped in the cathedral or in the laboratory. His creation is majestic, awesome, intricate, and beautiful."

"... God must also be an incredible physicist ... there is this phenomenal fine-tuning of the universe that makes complexity and, therefore, life possible."

"I would not expect religion to be the right tool for sequencing the human genome and by the same token would not expect science to be the means to approaching the supernatural. But on the really interesting larger questions, such as ‘Why are we here?’ or ‘Why do human beings long for spirituality?,’ I find science unsatisfactory. Many superstitions have come into existence and then faded away. Faith has not, which suggests it has reality."

"I was an atheist, finding no reason to postulate the existence of any truths outside of mathematics, physics and chemistry. But then I went to medical school, and encountered life and death issues at the bedsides of my patients. Challenged by one of those patients, who asked "What do you believe, doctor?", I began searching for answers."

"Reason alone cannot prove the existence of God. Faith is reason plus revelation, and the revelation part requires one to think with the spirit as well as with the mind. You have to hear the music, not just read the notes on the page."

""We'll get closer to perfect kids from caring families and good education than we'll ever get from genetics." 2005 National DNA Day Online Chatroom Transcript, https://www.genome.gov/DNADay/q.cfm?aid=5419&year=2005"

"...an adequate reform of public education in our school system cannot be accomplished by anything like a quick fix. We suspect that anyone who thinks otherwise cannot fully understand the shape of an adequate reform or all the obstacles to be overcome in achieving it."

"Above all, money-making and other external indices of social success must become subordinate to the inner attainments of moral and intellectual virtue."

"A report of the Carnegie Foundation recommended the abolition of the undergraduate bachelor of science degree in education leading to the state certification of teachers. Schools of education should become research institutions at the graduate level of the university and not places for the training of schoolteachers. Those planning to enter the profession of teaching should have four years of general, liberal education at the college level, and then three years of practice teaching under supervision... the best teacher is one who learns in the process of teaching."

"For the educational establishment... test scores are treated as indications of the extent to which the required ground covering has been done. ...as educationally significant. However, while they may be prognostic of a child's ability to get through school... they do not provide us with an appraisal of the child's progress in the long process of becoming a generally educated human being -- the advance made toward a more skillful, thoughtful, and cultivated mind."

"An educated person is one who, through the travail of his own life, has assimilated the ideas that make him representative of his culture."

"The argument for world government as the indispensable condition of world peace can be boiled down to a single proposition: if local civil government is necessary for local civil peace, then world civil government is necessary for world peace."

"It is obvious that teaching is a very special art, sharing with only two other arts, agriculture and medicine, an exceptionally important characteristic A doctor may do many things for his patient, but in the final analysis, it is the patient himself who must get well, grow in health. The farmer does many things for his plants or animals, but in the final analysis, it is they that must grow in size and excellence. Similarly, although the teacher may help his student in many ways, it is the student himself who must do the learning. Knowledge must grow in his mind if learning is to take place."

"To avoid this error, the error of assuming that that to be widely read and to be well read are the same thing, we must consider a certain distinction in types of learning. ... In the history of education, men have often distinguished between learning by instruction and learning by discovery. ... Discovery stands to instruction as learning without a teacher stands to learning through the help of one. In both cases the activity of learning goes on in the one who learns. It would be a mistake to suppose that discovery is active learning, and instruction passive. There is no inactive learning, just as there is no inactive reading. This is so true, in fact, that a better way to make the distinction clear is to call instruction “aided discovery.”"

"Montaigne speaks of an “Abecedarian” ignorance that precedes knowledge, and a doctoral ignorance that comes after it. The first is the ignorance of those who, not knowing their A-B-C’s, cannot read at all. The second is the ignorance of those who have misread many books. They are, as Alexander Pope rightly calls them, “bookful blockheads, ignorantly read.” There have always been literate ignoramuses, who have read too widely, and not well. The Greeks had a name for such a mixture of learning and folly which might be applied to the bookish but poorly read of all ages. They are all “sophomores.”"

"[Television, radio, and magazines] are so designed as to make thinking seem unnecessary (though this is only an appearance). The packaging of intellectual positions and views is one of the most active enterprises of some of the best minds of our day. The viewer of television, the listener to radio, the reader of magazines, is presented with a whole complex of elements—all the way from ingenious rhetoric to carefully selected data and statistics—to make it easy for him to “make up his own mind” with the minimum of difficulty and effort. But the packaging is often done so effectively that the viewer, listener, or reader does not make up his own mind at all. Instead, he inserts a packaged opinion into his mind, somewhat like inserting a cassette into a cassette player. He then pushes a button and “plays back” the opinion whenever it seems appropriate to do so. He has performed acceptably without having had to think."

"Too many facts are often as much of an obstacle to understanding as too few. There is a sense in which we moderns are inundated with facts to the detriment of understanding."

"The telephone book is full of facts, but it doesn't contain a single idea."

"In the case of good books, the point is not to see how many of them you can get through, but how many can get through to you."

"Unlike many of my contemporaries, I never write books for my fellow professors to read. I have no interest in the academic audience at all. I'm interested in Joe Doakes. A general audience can read any book I write – and they do."

"You can't be a philosopher and an activist. If you do, you get all mixed up."

"The purpose of learning is growth, and our minds, unlike our bodies, can continue growing as we continue to live."

"Adler struck me as far too nimble at winning arguments to be really convincing."

"In my first two years of reading the same books that I had read as a student with Erskine, but now reading them again in order to collaborate with Mark Van Doren to discuss them with our students, my eyes were opened to the fact that I had not understood them very well, if at all, on my first reading. In the next five or six years, that discovery was repeated again and again, as I learned more each time I reread the same books I had read before. Now at the end of my life, still rereading the great books that I started reading seventy years ago, I can summarize this whole process by repeating two insights mentioned before in this book: (1) the great books are the books that are inexhaustibly rereadable for both intellectual pleasure and profit: (2) understanding the ideas to be found in the great books develops slowly in the course of one’s whole life, bearing its best fruits in one’s mature years after fifty or sixty."

"The books to be read should not be limited to those written in English.... Instead it should be devoted to the great works of history, biography, philosophy, theology, natural science, social science, and mathematics, as well as the... tradition of Western literature -- in English translation... Its aim should not be a survey of Western civilization, but an effort to understand the basic ideas and issues in Western thought."

"Every seminar should involve at its conclusion the assignment of a short composition in which students would attempt to state how their understanding of the book discussed in the seminar was increased by their participation in the discussion."

"It is only by struggling with difficult books, books over one's head, that anyone learns to read."

"The details of which candidate said what during a single televised debate in October 1960 could have given the electoral victory to Nixon instead of to Kennedy, but no details of who said what could have blocked the European conquest of Native Americans."

"Compressing 13,000 years of history on all continents into a 400-page book works out to an average of about one page per continent per 150 years, making brevity and simplification inevitable. Yet the compression brings a compensating benefit: long-term comparisons of regions yield insights that cannot be won from short-term studies of single societies."

"The infectious diseases that regularly visited crowded Eurasian societies, and to which many Eurasians consequently developed immune or genetic resistance, included all of history's most lethal killers: smallpox, measles, influenza, plague, tuberculosis, typhus, cholera, malaria, and others."

"Technological advances seem to come disproportionately from a few very rare geniuses, such as Johannes Gutenberg, James Watt, Thomas Edison, and the Wright brothers. They were Europeans, or descendants of European emigrants to America. So were Archimedes and other rare geniuses of ancient times. Could such geniuses have equally well been born in Tasmania or Namibia? Does the history of technology depend on nothing more than accidents of the birthplaces of a few inventors?"

"White blood cells and other cells of ours actively seek out and kill foreign microbes. The specific antibodies that we gradually build up against a particular microbe infecting us make us less likely to get reinfected once we become cured. As we all know from experience, there are some illnesses, such as flu and the common cold, to which our resistance is only temporary; we can eventually contract the illness again. Against other illnesses, though—including measles, mumps, rubella, pertussis, and the now defeated smallpox — our antibodies stimulated by one infection confer lifelong immunity. That's the principle of vaccination: to stimulate our antibody production without our having to go through the actual experience of the disease, by inoculating us with a dead or weakened strain of microbe."

"We have already discovered two species that are very intelligent but technically less advanced than us — the common chimpanzee and pygmy chimpanzee. Has our response been to sit down and try to communicate with them? Of course not. Instead we shoot them, stuff them, dissect them, cut off their hands for trophies, put them on exhibit in cages, inject them with AIDS virus as a medical experiment, and destroy or take over their habitat. That response was predictable, because human explorers who discovered technically less advanced humans also regularly responded by shooting them, decimating their populations with new diseases, and destroying or taking over their habitat. Any advanced extraterrestrials who discovered us would surely treat us in the same way...If there really are any radio civilizations within listening distance of us, then for heaven's sake let's turn off our own transmitters and try to escape detection, or we are doomed."

"Just as strawberries are adapted to birds, so acorns are adapted to squirrels, mangos to bats, and some sedges to ants. That fulfills part of our definition of plant domestication, as the genetic modification of an ancestral plant in ways that make it more useful to consumers. But no one would seriously describe this evolutionary process as domestication, because birds and bats and other animal consumers don't fulfill the other part of the definition: they don't consciously grow plants."

"Put another way, the chimpanzees' closest relative is not the gorilla but humans."

"Guns, Germs, and Steel pushed geography as an academic discipline into the debates of economic historians in much the same way that Graeber intends for anthropology."

"The central principle of Fritz Bauer's career was that Germans should hold judgement upon themselves. That meant prosecuting ordinary Germans, not just the leaders whom the Allies had prosecuted. [...] The Nazi defendants being prosecuted by Bauer all tended to offer the same set of excuses [...]. Bauer's response, which he formulated again and again at the trials and in public, was as follows. Those Germans whom he was prosecuting were committing crimes against humanity. The laws of the Nazi state were illegitimate. One cannot defend one's actions by saying that one was obeying those laws. There is no law that can justify a crime against humanity. Everybody must have his own sense of right and wrong and must obey it, independently of what a state government says. Anyone who takes part in what Bauer called a murder machine [...] thereby becomes guilty of a crime."

"The societies to which most readers of this book belong represent a narrow slice of human cultural diversity. Societies from that slice achieved world dominance not because of a general superiority, but for specific reasons: their technological, political, and military advantages derived from their early origins of agriculture, due in turn to their productive local wild domesticable plant and animal species. Despite those particular advantages, modern industrial societies didn’t also develop superior approaches to raising children, treating the elderly, settling disputes, avoiding non-communicable diseases, and other societal problems. Thousands of traditional societies developed a wide array of different approaches to those problems."

"Perhaps we could benefit by selectively adopting some of those traditional practices. Some of us already do so, with demonstrated benefits to our health and happiness. In some respects we moderns are misfits; our bodies and our practices now face conditions different from those under which they evolved, and to which they became adapted. But we should also not go to the opposite extreme of romanticizing the past and longing for simpler times. Many traditional practices are ones that we can consider ourselves blessed to have discarded — such as infanticide, abandoning or killing elderly people, facing periodic risk of starvation, being at heightened risk from environmental dangers and infectious diseases, often seeing one’s children die, and living in constant fear of being attacked. Traditional societies may not only suggest to us some better living practices, but may also help us appreciate some advantages of our own society that we take for granted."