This site is dedicated to the memory of Dr. Alan William Smolowe who gave birth to the creation of this database.
Responsibility educates, and politics is but another name for God’s way of teaching the masses ethics, under the responsibility of great present interests.
Ethics | God | Politics | Present | Responsibility |
Silence is as full of potential wisdom and wit as the unhewn marble of great sculpture.
Bertrand Russell, fully Bertrand Arthur William Russell, 3rd Earl Russell
The fundamental argument for freedom of opinion is the doubtfulness of all our beliefs. If we certainly knew the truth, there would be something to be said for teaching it. But in that case it could be taught without invoking authority, by means of its inherent reasonableness.
Anatole France, pen name of Jacques Anatole Francois Thibault
Do not try to satisfy your vanity by teaching a great many things. Awaken people's curiosity. It is enough to open minds; do not overload them.
D. W. Winicott, fully Donald Woods Winnicott
The potential space between baby and mother, between child and family, between individual and society or the world, depends on experience which loeads to trust. It can be looked upon as sacred to the individual in that it is here that the individual experiences creative living.
Experience | Family | Individual | Mother | Sacred | Society | Space | Trust | World | Society | Child |
Emmanuel Lévinas , originally Emanuelis Lévinas
To approach the Other in conversation is to welcome his expression, in which at each instant he overflows the idea a thought would carry away from it. It is therefore to receive from the Other beyond the capacity of the I, which means exactly: to have the idea of infinity. But this also means: to be taught. The relation with the Other, or Conversation, is a non-allergic relation, an ethical relation; but inasmuch as it is welcomed this conversation is a teaching. Teaching is not reducible to maieutics; it comes from the exterior and brings me more than I contain. In its non-violent transitivity the very epiphany of the face is produced.
Capacity | Conversation | Epiphany | Means | Receive | Thought | Thought |
There is within each one of us a potential for goodness beyond our imagining; for giving which seeks no reward; for listening without judgment; for loving unconditionally
It is a fundamental truth that the responsibilities of motherhood cannot be successfully delegated. No, not to day-care centers, not to schools, not to nurseries, not to babysitters. We become enamored with men’s theories such as the idea of preschool training outside the home for young children. Not only does this put added pressure on the budget, but it places young children in an environment away from mother’s influence. Too often the pressure for popularity, on children and teens, places an economic burden on the income of the father, so mother feels she must go to work to satisfy her children’s needs. That decision can be most shortsighted. It is mother’s influence during the crucial formative years that forms a child’s basic character. Home is the place where a child learns faith, feels love, and thereby learns from mother’s loving example to choose righteousness. How vital are mother’s influence and teaching in the home—and how apparent when neglected!
Children | Decision | Example | Influence | Mother | Theories | Training | Truth | Work | Child |
Erich Fromm, fully Erich Seligmann Fromm
One social structure will be conducive to cooperation and solidarity another social structure to competition, suspiciousness, avarice; another to child-like receptiveness, another to destructive aggressiveness. All empirical forms or human needs and drives have to be understood as results of the social practice (in the last analysis based on the productive forces, class structure, etc., etc.) but they all have to fulfill the functions which are inherent in man’s nature in general, and that is to permit him to relate himself to others and share a common frame of reference, etc. The existential contradiction within man (to which I would now add also the contradiction between limitations which reality imposes on his life, and the virtually limitless imagination which his brain permits him to follow) is what I believe to be one of the motives of psychological and social dynamics. Man can never stand still. He must find solutions to this contradiction, and ever better solutions to the extent to which reality enables him. The question then arises whether there is an optimal solution which can be inferred from man’s nature, and which constitutes a potential tendency in man. I believe that such optimal solutions can be inferred from the nature of man, and I have recently found it quite useful to think in terms of what in sociology and economy is now often called »system analysis«. One might start with the idea, in the first place, that human personality — just like society — is a system, that is to say, that each part depends on every other, and no part can be changed unless all or most other parts are also changed. A system is better than chaos. If a society system disintegrates or is destroyed by blows from the outside the society ends in chaos, and a completely new society is built upon its ruins, often using the elements of the destroyed system to build the new. That has happened many times in history. But, what also happens is that the society is not simply destroyed but that the system is changed, and a new system emerges which can be considered to be a transformation of the old one.
Better | Contradiction | Cooperation | Ends | Imagination | Man | Motives | Nature | Personality | Practice | Question | Reality | Society | System | Will | Society | Old | Think |
The universal Mind contains all knowledge. It is the potential ultimate of all things. To it, all things are possible.
Mind |
People must understand that science is inherently neither a potential for good nor for evil. It is a potential to be harnessed by man to do his bidding.
Good | Man | Science | Understand |
Georges Florovsky, fully Georges Vasilievich Florovsky
Orthodoxy is summoned to witness. Now more than ever the Christian West stands before divergent prospects, a living question addressed also to the Orthodox world… The ‘old polemical theology' has long ago lost its inner connection with any reality. Such theology was an academic discipline, and was always elaborated according to the same western 'textbooks.' A historiosophical exegesis of the western religious tragedy must become the new 'polemical theology.' But this tragedy must be reendured and relived, precisely as one's own, and its potential catharsis must be demonstrated in the fullness of the experience of the Church and patristic tradition. In this newly sought Orthodox synthesis, the centuries-old experience of the Catholic West must be studied and diagnosed by Orthodox theology with greater care and sympathy than has been the case up to now… The Orthodox theologian must also offer his own testimony to this world—a testimony arising from the inner memory of the Church—and resolve the question with his historical findings.
Care | Church | Experience | Memory | Question | Sympathy | Theology | Tragedy |
Every child has, at birth, a greater potential than Leonardo Da Vinci ever used
Child |
We shall never be able to remove suspicion and fear as potential causes of war until communication is permitted to flow, free and open, across international boundaries.
I call on all scientists in all countries to cease and desist from work creating, developing, improving and manufacturing further nuclear weapons - and, for that matter, other weapons of potential mass destruction such as chemical and biological weapons. [on the 50th Anniversary of Hiroshima]
It is by teaching that we teach ourselves, by relating that we observe, by affirming that we examine, by showing that we look, by writing that we think.
Howard Gardner, fully Howard Earl Gardner
Now intelligence seemed quantifiable. You could measure someone's actual or potential height, and now, it seemed, you could also measure someone's actual or potential intelligence. We had one dimension of mental ability along which we could array everyone... The whole concept has to be challenged; in fact, it has to be replaced
Ability | Intelligence |
Jacques Barzun, fully Jacques Martin Barzun
In teaching you cannot see the fruit of a day's work. It is invisible and remains so, maybe for twenty years.
Jacques Barzun, fully Jacques Martin Barzun
How then do you pour a little bit of what you feel and think and know into another’s mind?... To help children visualize, to convince them, the teachers use maps, charts, diagrams, they write words on the board, they gesture, admonish, orate. Hence the fatigue and hence the rule that good teaching is a matter of basal metabolism. Some teachers have the facts but not the phosphorescence of learning