Truth that has been merely learned is like an artificial limb, a false tooth, a waxen nose; at best, like a nose made out of another’s flesh; it adheres to us only because it is put on. But truth acquired by thinking of our own is like a natural limb; it alone really belongs to us. This is the fundamental difference between the thinker and the mere man of learning.
[Hingegen klebt die bloß erlernte Wahrheit uns nur an, wie ein angeseßtes Glied, ein falscher Zahn, eine wächserne Nase, oder höchstens wie eine rhinoplastische aus fremdem Fleische. Die durch eigenes Denken erworbene Wahrheit aber gleicht dem natürlichen Gliede: fie allein gehört uns wirklich an. Darauf beruht der Unterschied zwischen dem Denker und dem bloßen Gelehrten.]Arthur Schopenhauer (1788-1860) German philosopher
Parerga and Paralipomena, Vol. 2, ch. 22 “On Thinking for Oneself [Selbstdenken],” § 260 (1851) [tr. Saunders (1890)]
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Source (German). Alternate translations:Truth that has been merely learned adheres to us like an artificial limb, a false tooth, a waxen nose, or at best like one made out of another's flesh; truth which is acquired by thinking for oneself is like a natural member: it alone really belongs to us. Here we touch upon the difference between the thinking man and the mere man of learning.
[tr. Dircks (1897)]Truth that has merely been learnt adheres to us only as an artificial limb, a false tooth, a was nose does, or at most like transplanted skin; but a truth won by thinking for ourself is like a natural limb: it alone really belongs to us. This is what determines the difference between a thinker and a mere scholar.
[tr. Hollingdale (1970)]... other hand, the truth acquired through our own thinking is like the natural limb; it alone really belongs to us. On this rests the distinction between the thinker and the mere scholar.
[tr. Payne (1974)]
Quotations about:
memorization
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I agree as to the doubtful value of competitive examination. The qualities which you really want, viz., self-control, self-reliance, habits of accurate thought, integrity and what you generally call trustworthiness, are not decided by competitive examination, which test little else than the memory.
Florence Nightingale (1820-1910) English social reformer, statistician, founder of modern nursing
Letter to Lord Edward Geoffrey Stanley (17 May 1857)
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Regarding selection processes for military officers. This was undergoing reform during the period, including the radical proposal to prevent people from buying their way into lower officer ranks.
I gladly come back to the theme of the absurdity of our education: its end has not been to make us good and wise but learned. And it has succeeded. It has not taught us to seek virtue and to embrace wisdom: it has impressed upon us their derivation and their etymology. We know how to decline the Latin word for virtue: we do not know how to love virtue. Though we do not know what wisdom is in practice or from experience we do know the jargon off by heart.
Michel de Montaigne (1533-1592) French essayist
The Complete Essays, II:17 “On Presumption” [tr. Screech (1987)]
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Those masters who allege the incapacity of tender years, only tacitly reproach their own: those who are incapable of teaching young minds to reason, pretend that it is impossible. The truth is they are fonder of making their pupils talk well than think well; and much the greater number are better qualified to give praise to a ready memory than a sound judgment.
Oliver Goldsmith (1730-1774) Irish poet, playwright, novelist
The History of England; in a Series of Letters from a Nobleman to His Son, Letter 1 (1764)
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Anyone who in discussion relies upon authority uses, not his understanding, but his memory.