Bertrand Russell Teaching Quotations

When you want to teach children to think, you begin by treating them seriously when they are little, giving them responsibilities, talking to them candidly, providing privacy and solitude for them, and making them readers and thinkers of significant thoughts from the beginning. That’s if you want to teach them to think.

More important than the curriculum is the question of the methods of teaching and the spirit in which the teaching is given

Passive acceptance of the teacher's wisdom is easy to most boys and girls. It involves no effort of independent thought, and seems rational because the teacher knows more than his pupils; it is moreover the way to win the favour of the teacher unless he is a very exceptional man. Yet the habit of passive acceptance is a disastrous one in later life. It causes man to seek and to accept a leader, and to accept as a leader whoever is established in that position.

An educator should think of a child as a garderner thinks of a plant, as something to be made to grow by having the right soil and the right kind amount of water. If your roses fail to bloom, it does not occur to you to whip them, but you should try to find out what has been amiss in your treatment of them... The important thing is what the children do, and not what they do not do. And what they do, if it is to have value, must be a spontaneous expression of their own vital energy.

Of these austerer virtues the love of truth is the chief, and in mathematics, more than elsewhere, the love of truth may find encouragement for waning faith. Every great study is not only an end in itself, but also a means of creating and sustaining a lofty habit of mind; and this purpose should be kept always in view throughout the teaching and learning of mathematics.

I have come to realize that an early symptom of approaching mental illness is the belief that one's work is terribly important. If you consider your work very important you should take a day off.

Religion prevents our children from having a rational education; religion prevents us from removing the fundamental causes of war; religion prevents us from teaching the ethic of scientific cooperation in place of the old fierce doctrines of sin and punishment. It is possible that mankind is on the threshold of a golden age; but, if so, it will be necessary first to slay the dragon that guards the door, and this dragon is religion.

Christ said "Thou shalt love thy neighbor as thyself" and when asked "who is thy neighbour? went on to the parable of the Good Samaritan. If you wish to understand this parable as it was understood by his hearers, you should substitute "Germans and Japanese" for Samaritan. I fear my modern day Christians would resent such a substitution, because it would compel them to realize how far they have departed from the teachings of the founder of their religion.

Owing to the identification of religion with virtue, together with the fact that the most religious men are not the most intelligent, a religious education gives courage to the stupid to resist the authority of educated men, as has happened, for example, where the teaching of evolution has been made illegal. So far as I can remember, there is not one word in the Gospels in praise of intelligence; and in this respect ministers of religion follow gospel authority more closely than in some others.

It is amusing to hear the modern Christian telling you how mild and rationalistic Christianity really is and ignoring the fact that all its mildness and rationalism is due to the teaching of men who in their own day were persecuted by all orthodox Christians.

Socrates was the chief saint of the Stoics throughout their history ; his attitude at the time of his trial, his refusal to escape, his calmness in the face of death , and his contention that the perpetrator of injustice injures himself more than his victim, all fitted in perfectly with Stoic teaching. So did his indifference to heat and cold, his plainness in matters of food and dress, and his complete independence of all bodily comforts.

It seems to us unwise to have insisted on teaching geometry to the younger Dionysius, tyrant of Syracuse, in order to make him a good king, but from Plato's point of view it was essential. He was sufficiently Pythagorean to think that without mathematics no true wisdom is possible.

The teaching of Christ, as it appears in the Gospels, has had extraordinarily little to do with the ethics of Christians.