![We can begin, like the Scholastic masters, with an objection: videtur quod non ... ""It seems not to be true that..."" And this is the objection: a time like the present [i. e., a few years after the Second World War, in Germany] seems, of all times, not to be a time to speak of leisure. [...]
That is no small objection. But there is also a good answer to it. [...]
For, when we consider the foundations of Western European culture (is it, perhaps, too rash to assume that our re-building will in fact be carried out in a ""Western"" spirit? Indeed, this and no other is the very assumption that is at issue today), one of these foundations is leisure. We can read it in the first chapter of Aristotle's Metaphysics. And the very history of the meaning of the word bears a similar message. The Greek word for leisure (σχολή) is the origin of Latin scola, German Schule, English school. The names for the institutions of education and learning mean ""leisure."" (Josef Pieper)](https://cdn.quotesdtb.com/img/quotes_images_webp/55/josef-pieper-answer-assumption-311955.webp)
We can begin, like the Scholastic masters, with an objection: videtur quod non ... ""It seems not to be true that..."" And this is the objection: a time like the present [i. e., a few years after the Second World War, in Germany] seems, of all times, not to be a time to speak of leisure. [...] That is no small objection. But there is also a good answer to it. [...] For, when we consider the foundations of Western European culture (is it, perhaps, too rash to assume that our re-building will in fact be carried out in a ""Western"" spirit? Indeed, this and no other is the very assumption that is at issue today), one of these foundations is leisure. We can read it in the first chapter of Aristotle's Metaphysics. And the very history of the meaning of the word bears a similar message. The Greek word for leisure (σχολή) is the origin of Latin scola, German Schule, English school. The names for the institutions of education and learning mean ""leisure.""
Josef PieperRelated topics
answer assumption begin carry chapter culture education english european fact few german good greek history issue latin learning leisure meaning mean message metaphysics non objection origin perhaps present quod rash read scholastic school second similar small speak spirit times time war western word world today years names masters germany schuleRelated quotes
David Galin, among other researchers, has pointed out that teachers have three main tasks: first, to train both hemispheres - not only the verbal, symbolic, logical left hemisphere, which has always been trained in the traditional education, but also the relational, holistic right hemisphere, which is largely neglected in today's schools; second, to train students to use the cognitive style suited to the tasks at hand; and third, to train students to be able to bring both styles - both hemispheres - to bear on a problem in an integrated manner.
When teachers can pair the complementary modes or fit one mode to the appropriate task, teaching and learning will become a much more precise process. Ultimately, the goal will be to develop both halves of the brain. Both modes are necessary for full human functioning and both are necessary for creative work of all kinds, whether writing or painting, developing a new theory in physics, or dealing with environmental problems.
Betty Edwards
In the "Alexandrian" explanation described above, the multiple from which evolution emerges is both secondary and sinful from its origin: it represents in fact (an idea that smacks of Manicheanism and the Hindu metaphysical systems) broken and pulverized unity. Starting from a very much more modern and completely different point of view, let us assert, as our original postulate, that, the multiple (that is, non-being, if taken in the pure state) being the only rational form of a creatable (creabile) nothingness, the creative act is comprehensible only as a gradual process of arrangement and unification, which amounts to accepting that to create is to unite. And, indeed, there is nothing to prevent our holding that union creates. To the objection that union presupposes already existing elements, I shall answer that physics has just shown us (in the case of mass) that experientially (and for all the protests of "common sense") the moving object exists only as the product of its motion.
Pierre Teilhard de Chardin
I say that things are useful whenever they can be put to any use at all; whenever they are seen to be capable of satisfying a want. In this connection, there is no need to consider the subtle shades of meaning classified in ordinary language under terms ranging from the necessary to the useful, from the useful to the agreeable, from the agreeable to the superfluous. For present purposes, necessary, useful, agreeable and superfluous simply mean more or less useful. Furthermore, we need not concern ourselves with the morality or immorality of any desire which a useful thing answers or serves to satisfy. From other points of view the question of whether a drug is wanted by a doctor to cure a patient, or by a murderer to kill his family is a very serious matter, but from our point of view, it is totally irrelevant. So far as we are concerned, the drug is useful in both cases, and may even be more so in the latter case than in the former.
Léon Walras
The devil came to Eve in Genesis chapter three, ‘The serpent said unto the woman, ‘Yea, hath God said, Ye shall not eat of every tree of the garden?” First sentence out of the devil's mouth was a question to make Eve doubt God's word. He always does that by the way. He's always going to make you try to doubt God's word. The second thing he said to the woman was, ‘Ye shall not surely die:' Now he's calling God a liar. The third thing he said to the woman was, ‘Hey, if you eat off that tree, ye shall be as gods.' And right there is where the whole idea of Evolution got started. It didn't start with Charley Darwin. It started with Satan in the Garden of Eden. He wants you to think you can become like gods. Yes boys and girls, we are evolving. We started off like an amoeba and we're getting bigger and better and stronger and smarter and in some day we're going to sail around the universe and discover new life forms like Star Trek.
Kent Hovind
We will not be picking up axes and breaking into people's homes. But we will not remain silent either. Moderation in the face of evil is not what our age needs. As Ronald Reagan declared, "The future doesn't belong to the fainthearted." We must uncap our pens; we must speak words of truth. We are facing a determined enemy who is striving through all means to destroy the West and snuff out our traditions of free thought, free speech, and freedom of religion. Make no mistake: if we fail, we will be enslaved. We must not let the violent fanatics dictate what we draw, what we say, and what we read. We must rebel against their suffocating rules and thuggish demands at every turn. You can help the fight just by reading this book, which explains the many ways in which Islam has marked for death not just me, but all of Western civilization. We must, in the words of Revolutionary War veteran General John Stark, "Live free or die."
Geert Wilders
