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Bertrand Russell

Bertrand Russell Quotes

Philosopher

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Famous Bertrand Russell Quotes

“I have found, for example, that if I have to write upon sum rather difficult topic, the best plan is to think about it with very great intensity-the greatest intensity of which I am capable-for a few hours or days, and at the end of that time give orders, so to speak (to my subconscious mind) that the work is to proceed underground. After some months I return consciously to the topic and find that the work has been done.”

“The world in which we live can be understood as a result of muddle and accident; but if it is the outcome of deliberate purpose, the purpose must have been that of a fiend. For my part, I find accident a less painful and more plausible hypothesis.”

“The social psychologist of the future will have a number of classes of school children on whom they will try different methods of producing an unshakable conviction that snow is black. When the technique has been perfected, every government that has been in charge of education for more than one generation will be able to control its subjects securely without the need of armies or policemen.”

“Every living thing is a sort of imperialist, seeking to transform as much as possible of its environment into itself . . . When we compare the (present) human population of the globe with . . . that of former times, we see that "chemical imperialism" has been . . . the main end to which human intelligence has been devoted.”

“In the first place a philosophical proposition must be general. It must not deal specially with things on the surface of the earth, or within the solar system, or with any other portion of space and time. . . . This brings us to a second characteristic of philosophical propositions, namely that they must be a priori. A philosophical proposition must be such as can neither be proved nor disproved by empirical evidence. . . . Philosophy, if what has been said is correct, becomes indistinguishable from logic as that word has now come to be used.”

“An educator should think of a child as a gardener thinks of a plant, as something to be made to grow by having the right soil and the right amount of water. If your roses fail to bloom, it does not occur to you to whip them, but you try to find out what has been amiss in your treatment of them. ... The important thing is what the children do, and not what they do not do. And what they do, if it is to have value, must be a spontaneous expression of their own vital energy.”

“Education, which was at first made universal in order that all might be able to read and write, has been found capable of serving quite other purposes. By instilling nonsense it unifies populations and generates collective enthusiasm.”