PREMIUM FEATURE
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"When in our schools the study of "current events" (that is, of what is reported in the newspapers) displaces the facts of history, it is inevitable that the standard of knowledge propagated by newspapers and magazines and television networks themselves (that is, whether one is "up on" what is reported in the newspapers, magazines, and television) overshadows all others. When to be informed is to knowledgeable about pseudo-events, the line between knowledge and ignorance is blurred as never before."

"If, as Ricardo had argued, all economic value was derived from human labor, then the capitalist prospered by paying workers less than the value that they had added and pocketing the difference. To secure the maximum profit, the capitalist paid the worker only enough for his subsistence. Surplus value, then, is the value produced by the worker beyond what he is compensated. Thus the capitalist's profit came from the exploiting the worker. Although unequivocal in his dogmas of history and of economics, Marx's lively mind occasionally rebelled at hints of orthodoxy. And he more than once declared, "I am not a Marxist.

Greek philosophers, beginning with Thales, were men of speculative temperament. What is the world made of? What are the elements and the processes by which the world is transformed? Greek philosophy and science were born together, of the passion to know. The Buddha’s aim was not to know the world or to improve it but to escape its suffering. His whole concern was salvation. It is not easy for us in the West to understand or even name this Buddhist concern. To say that the Buddhists had a “philosophy” would be misleading.

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"In Emile the child was to be kept from books-except one, Robinson Crusoe, which Rousseau called "the happiest treatise of natural education." "Children begin by being helped, end by being served," he warned. They become masters, using their tears as prayers. The teacher must guide without seeming to, must never use corporal punishment, but must provide situations in which the child can learn for himself. The teacher, too, must know the stages of a child's development and introduce subjects only when the child is emotionally prepared. At the age of twelve the pupil must learn a useful trade. "Emile must work like a peasant and think like a philosopher in order not to be as lazy as a savage." Not until the age of eighteen should Emile turn to moral science and religion, and then he can choose his religion. For "at an age when all is mystery there can be no mysteries properly speaking." The child must have compassion, "love those who have it, but fly from the pious believers." But also shun the philosophers ("angry wolves"), who are "ardent missionaries of atheism and very imperious dogmatics who will not endure without fury that one might think differently from them.

PREMIUM FEATURE
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Our attitude toward our own culture has recently been characterized by two qualities, braggadocio and petulance. Braggadocio —- empty boasting of American power, American virtue, American know-how —- has dominated our foreign relations now for some decades. ... Here at home —- within the family, so to speak —- our attitude to our culture expresses a superficially different spirit, the spirit of petulance. Never before, perhaps, has a culture been so fragmented into groups, each full of its own virtue, each annoyed and irritated at the others.

Although we may suffer from idolatry, we do not, I think, suffer from materialism - from the overvaluing of material objects for their own sake. Of this the world accuses us. Yet our very wealth itself has somehow made us immune to materialism - the characteristic vice of impoverished peoples. Instead, our peculiar idolatry is one with which the world till now has been unfamiliar... To flood the world with images of ourselves. It is to these images and not the material objects that we are devoted. No wonder that the puzzled world finds this unattractive and calls it by the name of its own old-fashioned vices.

Plato's Academy, formally organized as a religious guild, had the aura of a great spirit reaching out to all listeners. But Aristotle's legacy was a body of knowledge, marking the path of modern learning-accumulating the facts of the world and human experience with an explanation of causes. Aristotle's legacy, then, was not the power of a charismatic personality of grand poetic gifts, but rather the accumulation of a lifetime of scholarly observation. And before Aristotle's writings were recovered by Andronicus, there were centuries of opportunity for his ideas to be distorted. Plato's was an unbroken tradition, Aristotle's was a series of renaissances.

Pseudo‑events do, of course, increase our illusion of grasp on the world, what some have called the American illusion of omnipotence. Perhaps, we come to think, the world’s problems can really be settled by “statements,” by “Summit” meetings, by a competition of “prestige,” by overshadowing images, and by political quiz shows.