3
" Metaphysics, a completely isolated and speculative branch of rational knowledge which is raised above all teachings of experience and rests on concepts only (not, like mathematics, on their application to intuition), in which reason therefore is meant to be its own pupil, has hitherto not had the good fortune to enter upon the secure path of a science, although it is older than all other sciences, and would survive even if all the rest were swallowed up in the abyss of an all-destroying barbarism. Reason in metaphysics, even if it tries, as it professes, only to gain *a priori* insight into those laws which are confirmed by our most common experience, is constantly being brought to a standstill, and we are obliged again and again to retrace our steps, as they do not lead us where we want to go. As to unanimity among its participants, there is so little of it in metaphysics that it has rather become an arena that would seem especially suited for those who wish to exercise themselves in mock fights, where no combatant has as yet succeeded in gaining even an inch of ground that he could call his permanent possession. There cannot be any doubt, therefore, that the method of metaphysics has hitherto consisted in a mere random groping, and, what is worst of all, in groping among mere concepts.What, then, is the reason that this secure scientific course has not yet been found? Is this, perhaps, impossible? Why, in that case, should nature have afflicted our reason with the restless aspiration to look for it, and have made it one of its most important concerns? What is more, how little should we be justified in trusting our reason, with regard to one of the most important objects of which we desire knowledge, it not only abandons us, but lures us on by delusions, and in the end betrays us! Or, if hitherto we have only failed to meet with the right path, what indications are there to make us hope that, should we renew our search, we shall be more successful than others before us?" ―from_Critique of Pure Reason_. Preface to the Second Edition. Translated, edited, and with an Introduction by Marcus Weigelt, based on the translation by Max Müller, p. 17 "
12
" Owing to the shape of a bell curve, the education system is geared to the mean. Unfortunately, that kind of education is virtually calculated to bore and alienate gifted minds. But instead of making exceptions where it would do the most good, the educational bureaucracy often prefers not to be bothered.
In my case, for example, much of the schooling to which I was subjected was probably worse than nothing. It consisted not of real education, but of repetition and oppressive socialization (entirely superfluous given the dose of oppression I was getting away from school). Had I been left alone, preferably with access to a good library and a minimal amount of high-quality instruction, I would at least have been free to learn without useless distractions and gratuitous indoctrination. But alas, no such luck.
Let’s try to break the problem down a bit. The education system […] is committed to a warm and fuzzy but scientifically counterfactual form of egalitarianism which attributes all intellectual differences to environmental factors rather than biology, implying that the so-called 'gifted' are just pampered brats who, unless their parents can afford private schooling, should atone for their undeserved good fortune by staying behind and enriching the classroom environments of less privileged students.
This approach may appear admirable, but its effects on our educational and intellectual standards, and all that depends on them, have already proven to be overwhelmingly negative. This clearly betrays an ulterior motive, suggesting that it has more to do with social engineering than education. There is an obvious difference between saying that poor students have all of the human dignity and basic rights of better students, and saying that there are no inherent educationally and socially relevant differences among students. The first statement makes sense, while the second does not.
The gifted population accounts for a very large part of the world’s intellectual resources. As such, they can obviously be put to better use than smoothing the ruffled feathers of average or below-average students and their parents by decorating classroom environments which prevent the gifted from learning at their natural pace. The higher we go on the scale of intellectual brilliance – and we’re not necessarily talking just about IQ – the less support is offered by the education system, yet the more likely are conceptual syntheses and grand intellectual achievements of the kind seldom produced by any group of markedly less intelligent people. In some cases, the education system is discouraging or blocking such achievements, and thus cheating humanity of their benefits. "
― Christopher Langan
15
" The combination of power, fear, and mania can be deadly. The leader, convinced that he might be betrayed, acts first and betrays others first. Afraid that he's not well liked, he works so hard to get others to like him that it has the opposite effect. Convinced of mismanagement, he micromanages and becomes the source of the mismanagement. And on and on - the things we fear or dread, we blindly inflict on ourselves. "
― Ryan Holiday , The Daily Stoic: 366 Meditations on Wisdom, Perseverance, and the Art of Living
18
" Books are an absolute necessity. I always have at least two with me wherever I go, to say nothing of my digital collection, and whenever I can get my hands on a delicious new reading piece, I will finish it at a slackened pace, to savour it with all the esteem it deserves, gratulating in its pleasance, deliciating in every word with ardent affection. I have an extensive library that I could never do without, and there are at least four books decorating every surface in my house. A table is not properly set without a book to furnish it. Half of my great collection is non-fiction, mostly science and history books, ranging from the archaeological to the agricultural, and my fiction section is dedicated to the classics, mostly books published before the world forgot about exquisite prose. I have all the greats in hardcover, but I do not read those: hardcover is for smelling and touching only. For all my favourite authors, I have reading copies, which I might take with me anywhere, to read in cafes or to be used as a swatting tool for unwanted visitors, but books are always fashionable even as ornaments; everyone likes a reader, for a good collection of books betrays a intellectualism that is becoming at anytime. Never succumb to the friable wills of those who reject the majesty of books: there is nothing so repelling as willful illiteracy. "
― Michelle Franklin , I Hate Summer: My tribulations with seasonal depression, anxiety, plumbers, spiders, neighbours, and the world.
