All genuine learning is active, not passive. It involves the use of the mind, not just the memory. It is a process of discovery, in which the student is the main agent, not the teacher.
Ultimately there can be no disagreement between history, science, philosophy, and theology. Where there is disagreement, there is either ignorance or error.
More consequences for thought and action follow the affirmation or denial of God than from answering any other basic question.
In the case of good books, the point is not to see how many of them you can get through, but how many can get through to you.
Philosophy is everybody's business.
To agree without understanding is inane. To disagree without understanding is impudent.
Habits are formed by the repetition of particular acts. They are strengthened by an increase in the number of repeated acts. Habits are also weakened or broken, and contrary habits are formed by the repetition of contrary acts.
A good book can teach you about the world and about yourself. You learn more than how to read better; you also learn more about life. You become wiser.
I suspect that most of the individuals who have religious faith are content with blind faith. They feel no obligation to understand what they believe. They may even wish not to have their beliefs disturbed by thought.
Books are absent teachers.
True freedom is impossible without a mind made free by discipline.
You have to allow a certain amount of time in which you are doing nothing in order to have things occur to you, to let your mind think.
Reading is a basic tool in the living of a good life.
In Aristotelian terms, the good leader must have ethos, pathos and logos. The ethos is his moral character, the source of his ability to persuade. The pathos is his ability to touch feelings to move people emotionally. The logos is his ability to give solid reasons for an action, to move people intellectually.
Not to engage in this pursuit of ideas is to live like ants instead of like men.
Is it too much to expect from the schools that they train their students not only to interpret but to criticize; that is, to discriminate what is sound from error and falsehood, to suspend judgement if they are not convinced, or to judge with reason if they agree or disagree?
The person who says he knows what he thinks but cannot express it usually does not know what he thinks.
Television, radio, and all the sources of amusement and information that surround us in our daily lives are also artificial props. They can give us the impression that our minds are active, because we are required to react to stimuli from the outside. But the power of those external stimuli to keep us going is limited. They are like drugs. We grow used to them, and we continuously need more and more of them. Eventually, they have little or no effect. Then, if we lack resources within ourselves, we cease to grow intellectually, morally, and spiritually. And we we cease to grow, we begin to die.
Sometimes it feels like I'm thinking against the wind.
My chief reason for choosing Christianity was because the mysteries were incomprehensible. What's the point of revelation if we could figure it out ourselves? If it were wholly comprehensible, then it would just be another philosophy.
Education is the sum total of one's experience, and the purpose of higher education is to widen our experiences beyond the circumscribed existence or our own daily lives.
The purpose of learning is growth, and our minds, unlike our bodies, can continue growing as we continue to live.
If one wants another only for some self-satisfaction, usually in the form of sensual pleasure, that wrong desire takes the form of lust rather than love.
The telephone book is full of facts, but it doesn't contain a single idea.
A lecture has been well described as the process whereby the notes of the teacher become the notes of the student without passing through the mind of either.
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