24
" 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. "
29
" Once compulsory systems of state-run schools were established, they became increasingly standardized, both in content and in method. For the sake of efficiency, children were divided into separate classrooms by age and passed along, from grade to grade, like products on an assembly line. The task of each teacher was to add bits of officially approved knowledge to the product, in accordance with a preplanned schedule, and then to test that product before passing it on to the next station. "
― Peter O. Gray , Free to Learn: Why Unleashing the Instinct to Play Will Make Our Children Happier, More Self-Reliant, and Better Students for Life
32
" In the first case it emerges that the evidence that might refute a theory can often be unearthed only with the help of an incompatible alternative: the advice (which goes back to Newton and which is still popular today) to use alternatives only when refutations have already discredited the orthodox theory puts the cart before the horse. Also, some of the most important formal properties of a theory are found by contrast, and not by analysis. A scientist who wishes to maximize the empirical content of the views he holds and who wants to understand them as clearly as he possibly can must therefore introduce other views; that is, he must adopt a pluralistic methodology. He must compare ideas with other ideas rather than with 'experience' and he must try to improve rather than discard the views that have failed in the competition. Proceeding in this way he will retain the theories of man and cosmos that are found in Genesis, or in the Pimander, he will elaborate them and use them to measure the success of evolution and other 'modern' views. He may then discover that the theory of evolution is not as good as is generally assumed and that it must be supplemented, or entirely replaced, by an improved version of Genesis. Knowledge so conceived is not a series of self-consistent theories that converges towards an ideal view; it is not a gradual approach to truth. It is rather an ever increasing ocean of mutually incompatible alternatives, each single theory, each fairy-tale, each myth that is part of the collection forcing the others in greater articulation and all of them contributing, via this process of competition, to the development of our consciousness. Nothing is ever settled, no view can ever be omitted from a comprehensive account. Plutarch or Diogenes Laertius, and not Dirac or von Neumann, are the models for presenting a knowledge of this kind in which the history of a science becomes an inseparable part of the science itself - it is essential for its further development as well as for giving content to the theories it contains at any particular moment. Experts and laymen, professionals and dilettani, truth-freaks and liars - they all are invited to participate in the contest and to make their contribution to the enrichment of our culture. The task of the scientist, however, is no longer 'to search for the truth', or 'to praise god', or 'to synthesize observations', or 'to improve predictions'. These are but side effects of an activity to which his attention is now mainly directed and which is 'to make the weaker case the stronger' as the sophists said, and thereby to sustain the motion of the whole. "
― Paul Karl Feyerabend , Against Method
34
" Devote the mind to confusion and we know only too well, if we´re honest, that it will become a dark master of confusion, adept in its addictions, subtle and perversely supple in its slaveries. Devote it in meditation to the task of freeing itself from illusion, and we will find that, with time, patience, discipline, and the right training, our mind will begin to unknot itself and know its essential bliss and clarity. "
― Sogyal Rinpoche , The Tibetan Book of Living and Dying
35
" The hoopoe said: 'Your heart's congealed like ice;
When will you free yourself from cowardice?
Since you have such a short time to live here,
What difference does it make? What should you fear?
The world is filth and sin, and homeless men
Must enter it and homeless leave again.
They die, as worms, in squalid pain; if we
Must perish in this quest, that, certainly,
Is better than a life of filth and grief.
If this great search is vain, if my belief
Is groundless, it is right that I should die.
So many errors throng the world - then why
Should we not risk this quest? To suffer blame
For love is better than a life of shame.
No one has reached this goal, so why appeal
To those whose blindness claims it is unreal?
I'd rather die deceived by dreams than give
My heart to home and trade and never live.
We've been and heard so much - what have we learned?
Not for one moment has the self been spurned;
Fools gather round and hinder our release.
When will their stale, insistent whining cease?
We have no freedom to achieve our goal
Until from Self and fools we free the soul.
To be admitted past the veil you must
Be dead to all the crowd considers just.
Once past the veil you understand the Way
From which the crowd's glib courtiers blindly stray.
If you have any will, leave women's stories,
And even if this search for hidden glories
Proves blasphemy at last, be sure our quest
Is not mere talk but an exacting test.
The fruit of love's great tree is poverty;
Whoever knows this knows humility.
When love has pitched his tent in someone's breast,
That man despairs of life and knows no rest.
Love's pain will murder him and blandly ask
A surgeon's fee for managing the task -
The water that he drinks brings pain, his bread
Is turned to blood immediately shed;
Though he is weak, faint, feebler than an ant,
Love forces him to be her combatant;
He cannot take one mouthful unaware
That he is floundering in a sea of care. "
― Attar of Nishapur
36
" The desire to make art begins early. Among the very young this is encouraged (or at least indulged as harmless) but the push toward a 'serious' education soon exacts a heavy toll on dreams and fantasies....Yet for some the desire persists, and sooner or later must be addressed. And with good reason: your desire to make art -- beautiful or meaningful or emotive art -- is integral to your sense of who you are. Life and Art, once entwined, can quickly become inseparable; at age ninety Frank Lloyd Wright was still designing, Imogen Cunningham still photographing, Stravinsky still composing, Picasso still painting.But if making art gives substance to your sense of self, the corresponding fear is that you're not up to the task -- that you can't do it, or can't do it well, or can't do it again; or that you're not a real artist, or not a good artist, or have no talent, or have nothing to say. The line between the artist and his/her work is a fine one at best, and for the artist it feels (quite naturally) like there is no such line. Making art can feel dangerous and revealing. Making art is dangerous and revealing. Making art precipitates self-doubt, stirring deep waters that lay between what you know you should be, and what you fear you might be. For many people, that alone is enough to prevent their ever getting started at all -- and for those who do, trouble isn't long in coming. Doubts, in fact, soon rise in s "
