103
" However modest one may be in one's demand for intellectual cleanliness, one cannot help feeling, when coming into contact with the New Testament, a kind of inexpressible discomfiture: for the unchecked impudence with which the least qualified want to raise their voice on the greatest problems, and even claim to be judges of things, surpasses all measure. The shameless levity with which the most intractable problems (life, world, God, purpose of life) are spoken of, as if they were not problems at all but simply things that these little bigots KNEW! "
― Friedrich Nietzsche , The Will to Power
108
" I know everything, you see,' the old voice wheedled. 'The beginning, the present, the end. Everything. You now, you see the past and the present, like other low creatures: no higher faculties than memory and perception. But dragons, my boy, have a whole different kind of mind.' He stretched his mouth in a kind of smile, no trace of pleasure in it. 'We are from the mountaintop: all time, all space. We see in one instant the passionate vision and the blowout. "
― John Gardner , Grendel
112
" Of course, even before Flaubert, people knew stupidity existed, but they understood it somewhat differently: it was considered a simple absence of knowledge, a defect correctable by education. In Flaubert's novels, stupidity is an inseparable dimension of human existence. It accompanies poor Emma throughout her days, to her bed of love and to her deathbed, over which two deadly agélastes, Homais and Bournisien, go on endlessly trading their inanities like a kind of funeral oration. But the most shocking, the most scandalous thing about Flaubert's vision of stupidity is this: Stupidity does not give way to science, technology, modernity, progress; on the contrary, it progresses right along with progress! "
― Milan Kundera , The Art of the Novel
115
" Were we to confront our creaturehood squarely, how would we propose to educate? The answer, I think is implied in the root of the word education, educe, which means " to draw out." What needs to be drawn out is our affinity for life. That affinity needs opportunities to grow and flourish, it needs to be validated, it needs to be instructed and disciplined, and it needs to be harnessed to the goal of building humane and sustainable societies. Education that builds on our affinity for life would lead to a kind of awakening of possibilities and potentials that lie dormant and unused in the industrial-utilitarian mind. Therefore the task of education, as Dave Forman stated, is to help us 'open our souls to love this glorious, luxuriant, animated, planet.' The good news is that our own nature will help us in the process if we let it. "
120
" The other day I happened to be reading a careful, interesting account of the state of British higher education. The government is a kind of market-oriented government and they came out with an official paper, a ‘White Paper’ saying that it is not the responsibility of the state to support any institution that can’t survive in the market. So, if Oxford is teaching philosophy, the arts, Greek history, medieval history, and so on, and they can’t sell it on the market, why should they be supported? Because life consists only of what you can sell in the market and get back, nothing else. That is a real pathology. "
― Noam Chomsky