7 Robert M. Pirsig Quotes on Education

Robert M. Pirsig quotes on education

30. The mythos-over-logos argument points to the fact that each child is born as ignorant as any caveman. What keeps the world from reverting to the Neandertal with each generation is the continuing, ongoing mythos, transformed into logos but still mythos, the huge body of common knowledge that unites our minds as cells are united in the body of man. To feel that one is not so united, that one can accept or discard this mythos as one pleases, is not to understand what the mythos is.

44. Many of the older Sophists were selected as 'ambassadors' of their cities, certainly no office of disrespect. The name Sophist was even applied without disparagement to Socrates and Plato themselves.

49. How are you going to teach virtue if you teach the relativity of all ethical ideas? Virtue, if it implies anything at all, implies an ethical absolute. A person whose idea of what is proper varies from day to day can be admired for his broadmindedness, but not for his virtue.

55. Why destroy arete? And no sooner had he asked the question than the answer came to him. Plato hadn't tried to destroy arete. He had encapsulated it; made a permanent, fixed Idea out of it; had converted it to a rigid, immobile Immortal Truth. He made arete the Good, the highest form, the highest Idea of all. It was subordinate only to Truth itself, in a synthesis of all that had gone before.

59. Under Aristotle the 'Reader,' whose knowledge of Trojan arete seems conspicuously absent, forms and substances dominate all. The Good is a relatively minor branch of knowledge called ethics; reason, logic, knowledge are his primary concerns. Arete is dead and science, logic and the University as we know it today have been given their founding charter: to find and invent an endless proliferation of forms about the substantive elements of the world and call these forms knowledge, and transmit these forms to future generations. As 'the system.'

60. Poor rhetoric, once 'learning' itself, now becomes reduced to the teaching of mannerisms and forms, Aristotelian forms, for writing, as if these mattered.

64. No one sees it yet, but they will soon enough. The Chairman of the Committee on Analysis of Ideas and Study of Methods has just been shot down in his own classroom. Now he is speechless. He can't think of a word to say. The silence which so built his image at the beginning of the class is now destroying it. He doesn't understand from where the shot has come. He has never confronted a living Sophist. Only dead ones.