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143. Solitude and Education, Part 5: Thoreau on Nature’s Liberations

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Friedrich Nietzsche (1844-1900), in his book Daybreak (1881), wrote: “On Education. – I have gradually seen the light as to the most universal deficiency in our kind of cultivation and education: no one learns, no one strives after, no one Read more ›

142. Solitude and Education, Part 4: Schopenhauer on Contemplation and the Sublime

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Friedrich Nietzsche (1844-1900), in his book Daybreak (1881), wrote: “On Education. – I have gradually seen the light as to the most universal deficiency in our kind of cultivation and education: no one learns, no one strives after, no one Read more ›

141. Solitude and Education, Part 3: Harold Bloom on Reading for Greatness

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Friedrich Nietzsche (1844-1900), in his book Daybreak (1881), wrote: “On Education. – I have gradually seen the light as to the most universal deficiency in our kind of cultivation and education: no one learns, no one strives after, no one Read more ›

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139. Solitude and Education, Part 1: Nietzsche and Kierkegaard on Authentic Individuality

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What is the purpose of education? Some common answers come to mind: education is a means to gaining more income, finding one’s calling, cultivating an enriched inner life, being a productive citizen, or becoming a life-long learner. These goals need Read more ›

112. Some Thoughts on John Locke’s Theory of Mind and Education

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John Locke (1632-1704), in Book II of his Essay Concerning Human Understanding (1689) writes: “Our observation employed either about external sensible objects, or about the internal operations of our minds perceived and reflected upon by ourselves, is that which supplies our Read more ›

52. Art and the Decline of Civilization?

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There is certainly something wonderful about people expressing themselves without any formal training. For example, the punk movement included many young people who just decided to form a band and THEN learned a little bit in order to be heard. Read more ›

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34. Tragic Conflict and Intelligence, Part 6

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In the last few posts I noted the following virtues that John Dewey thought accompany intelligent action: Being conscientious or being interested in finding out what the actual good of a certain situation is Maintaining a bias toward fairness and Read more ›

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33. Tragic Conflict and Intelligence, Part 5

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In the last few posts I noted the following virtues that John Dewey thought accompany intelligent action: Being conscientious or being interested in finding out what the actual good of a certain situation is Maintaining a bias toward fairness and Read more ›

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32. Tragic Conflict and Intelligence, Part 4

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In the last post I noted the following virtues that John Dewey thought accompany intelligent action: Being conscientious or being interested in finding out what the actual good of a certain situation is Maintaining a bias toward fairness and objectivity Read more ›

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31. Tragic Conflict and Intelligence, Part 3

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In the last post I noted the following virtues that John Dewey thought accompany intelligent action: Being conscientious or being interested in finding out what the actual good of a certain situation is Maintaining a bias toward fairness and objectivity Read more ›

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