On Education : Part 1

Studies in Pessimism
by Arthur Schopenhauer

(Page 6 of 10)

The human intellect is said to be so constituted that general ideas arise by abstraction from particular observations, and therefore come after them in point of time. If this is what actually occurs, as happens in the case of a man who has to depend solely upon his own experience for what he learns - who has no teacher and no book, - such a man knows quite well which of his particular observations belong to and are represented by each of his general ideas. He has a perfect acquaintance with both sides of his experience, and accordingly, he treats everything that comes in his way from a right standpoint. This might be called the natural method of education.

Contrarily, the artificial method is to hear what other people say, to learn and to read, and so to get your head crammed full of general ideas before you have any sort of extended acquaintance with the world as it is, and as you may see it for yourself. You will be told that the particular observations which go to make these general ideas will come to you later on in the course of experience; but until that time arrives, you apply your general ideas wrongly, you judge men and things from a wrong standpoint, you see them in a wrong light, and treat them in a wrong way. So it is that education perverts the mind.

This explains why it so frequently happens that, after a long course of learning and reading, we enter upon the world in our youth, partly with an artless ignorance of things, partly with wrong notions about them; so that our demeanor savors at one moment of a nervous anxiety, at another of a mistaken confidence. The reason of this is simply that our head is full of general ideas which we are now trying to turn to some use, but which we hardly ever apply rightly. This is the result of acting in direct opposition to the natural development of the mind by obtaining general ideas first, and particular observations last: it is putting the cart before the horse.

Instead of developing the child's own faculties of discernment, and teaching it to judge and think for itself, the teacher uses all his energies to stuff its head full of the ready-made thoughts of other people. The mistaken views of life, which spring from a false application of general ideas, have afterwards to be corrected by long years of experience; and it is seldom that they are wholly corrected. This is why so few men of learning are possessed of common-sense, such as is often to be met with in people who have had no instruction at all.

To acquire a knowledge of the world might be defined as the aim of all education; and it follows from what I have said that special stress should be laid upon beginning to acquire this knowledge at the right end. As I have shown, this means, in the main, that the particular observation of a thing shall precede the general idea of it; further, that narrow and circumscribed ideas shall come before ideas of a wide range. It means, therefore, that the whole system of education shall follow in the steps that must have been taken by the ideas themselves in the course of their formation.

But whenever any of these steps are skipped or left out, the instruction is defective, and the ideas obtained are false; and finally, a distorted view of the world arises, peculiar to the individual himself - a view such as almost everyone entertains for some time, and most men for as long as they live. No one can look into his own mind without seeing that it was only after reaching a very mature age, and in some cases when he least expected it, that he came to a right understanding or a clear view of many matters in his life, that, after all, were not very difficult or complicated. Up till then, they were points in his knowledge of the world which were still obscure, due to his having skipped some particular lesson in those early days of his education, whatever it may have been like - whether artificial and conventional, or of that natural kind which is based upon individual experience.

It follows that an attempt should be made to find out the strictly natural course of knowledge, so that education may proceed methodically by keeping to it; and that children may become acquainted with the ways of the world, without getting wrong ideas into their heads, which very often cannot be got out again. If this plan were adopted, special care would have to be taken to prevent children from using words without clearly understanding their meaning and application. The fatal tendency to be satisfied with words instead of trying to understand things - to learn phrases by heart, so that they may prove a refuge in time of need, exists, as a rule, even in children; and the tendency lasts on into manhood, making the knowledge of many learned persons to consist in mere verbiage.

However, the main endeavor must always be to let particular observations precede general ideas, and not vice versa, as is usually and unfortunately the case; as though a child should come feet foremost into the world, or a verse be begun by writing down the rhyme! The ordinary method is to imprint ideas and opinions, in the strict sense of the word, prejudices, on the mind of the child, before it has had any but a very few particular observations. It is thus that he afterwards comes to view the world and gather experience through the medium of those ready-made ideas, rather than to let his ideas be formed for him out of his own experience of life, as they ought to be.

A man sees a great many things when he looks at the world for himself, and he sees them from many sides; but this method of learning is not nearly so short or so quick as the method which employs abstract ideas and makes hasty generalizations about everything. Experience, therefore, will be a long time in correcting preconceived ideas, or perhaps never bring its task to an end; for wherever a man finds that the aspect of things seems to contradict the general ideas he has formed, he will begin by rejecting the evidence it offers as partial and one-sided; nay, he will shut his eyes to it altogether and deny that it stands in any contradiction at all with his preconceived notions, in order that he may thus preserve them uninjured. So it is that many a man carries about a burden of wrong notions all his life long - crotchets, whims, fancies, prejudices, which at last become fixed ideas. The fact is that he has never tried to form his fundamental ideas for himself out of his own experience of life, his own way of looking at the world, because he has taken over his ideas ready-made from other people; and this it is that makes him - as it makes how many others! - so shallow and superficial.

Instead of that method of instruction, care should be taken to educate children on the natural lines. No idea should ever be established in a child's mind otherwise than by what the child can see for itself, or at any rate it should be verified by the same means; and the result of this would be that the child's ideas, if few, would be well-grounded and accurate. It would learn how to measure things by its own standard rather than by another's; and so it would escape a thousand strange fancies and prejudices, and not need to have them eradicated by the lessons it will subsequently be taught in the school of life. The child would, in this way, have its mind once for all habituated to clear views and thorough-going knowledge; it would use its own judgment and take an unbiased estimate of things.

And, in general, children should not form their notions of what life is like from the copy before they have learned it from the original, to whatever aspect of it their attention may be directed. Instead, therefore, of hastening to place books, and books alone, in their hands, let them be made acquainted, step by step, with things - with the actual circumstances of human life. And above all let care be taken to bring them to a clear and objective view of the world as it is, to educate them always to derive their ideas directly from real life, and to shape them in conformity with it - not to fetch them from other sources, such as books, fairy tales, or what people say - then to apply them ready-made to real life.

About the Author

Arthur Schopenhauer (February 22, 1788 - September 21, 1860) was a German philosopher. He is most famous for his work The World as Will and Representation. Schopenhauer called himself a Kantian, but hurled invective at several other contemporary German philosophers who had been influenced by Kant. These included Hegel, Fichte, and Schelling. He formulated a pessimistic philosophy that gained importance and support after the failure of the German and Austrian revolutions of 1848.