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Quote by Bertrand Russell

Work

On Education

This book delves into the theories and methodologies of education, examining various aspects of teaching and learning across different contexts. more

Author

Bertrand Russell
Bertrand Russell

Bertrand Russell was a British philosopher, mathematician, and logician born on May 18, 1872, and died on February 2, 1970. He is known for his contributions to logic and mathematics, particularly in the fields of mathematical logic and philosophical analysis. His works spanned a wide range of subjects, including ethics, political philosophy, history, and literary criticism. more

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“Experience fails to teach where there is no desire to learn.”

“Creation science has not entered the curriculum for a reason so simple and so basic that we often forget to mention it: because it is false, and because good teachers understand why it is false. What could be more destructive of that most fragile yet most precious commodity in our entire intellectual heritage-good teaching-than a bill forcing our honorable teachers to sully their sacred trust by granting equal treatment to a doctrine not only known to be false, but calculated to undermine any general understanding of science as an enterprise?.”

“Even fairly good students, when they have obtained the solution of the problem and written down neatly the argument, shut their books and look for something else. Doing so, they miss an important and instructive phase of the work. ... A good teacher should understand and impress on his students the view that no problem whatever is completely exhausted.”

“Every fool believes what his teachers tell him, and calls his credulity science or morality as confidently as his father called it divine revelation.”

“I know a good many men of great learning-that is, men born with an extraordinary eagerness and capacity to acquire knowledge. One and all, they tell me that they can't recall learning anything of any value in school. All that schoolmasters managed to accomplish with them was to test and determine the amount of knowledge that they had already acquired independently-and not infrequently the determination was made clumsily and inaccurately.”

“I once knew an otherwise excellent teacher who compelled his students to perform all their demonstrations with incorrect figures, on the theory that it was the logical connection of the concepts, not the figure, that was essential.”