Knowledge × Freedom

Knowledge and Freedom

Browse 30 quotations catalogued under knowledge with "freedom" in the text or topic label. Read matching entries and available source details.

30 quotes

This collection contains 30 quotations filed under Knowledge with "freedom" in the quote text or topic label. These keyword matches offer a starting point for exploring Knowledge and Freedom; they do not by themselves establish a shared argument or a historical connection between the authors.

The authors represented include Abraham Lincoln, Immanuel Kant, Carl Sagan, Friedrich Nietzsche, and others. Read each quotation in its own context rather than assuming that these authors share a position.

One matching quotation reads: "And I do further proclaim, declare, and make known that any provision which may be adopted by such State government in relation to the freed people of such Sta…" The full quotation and any available source details appear below.

Another matching quotation reads: "Nature does nothing in vain, and in the use of means to her goals she is not prodigal. Her giving to man reason and the freedom of the will…" Compare the wording and source context to decide how each passage relates to your question.

Use the quotation links to explore individual entries and the author links to visit their profiles on QuoteLineage. For broader reading beyond these keyword matches, explore all Knowledge quotes or the concept page for Freedom.

30 Quotes on Knowledge and Freedom

"And I do further proclaim, declare, and make known that any provision which may be adopted by such State government in relation to the freed people of such State, which shall recognize and declare their permanent freedom, provide for their education, and which may yet be consistent, as a temporary arrangement, with their present condition as a laboring, landless, and homeless class, will not be objected to by the national Executive. And it is suggested as not improper, that, in constructing a loyal State government in any State, the name of the State, the boundary, the subdivisions, the constitution, and the general code of laws, as before the rebellion, be maintained, subject only to the modifications made necessary by the conditions hereinbefore stated, and such others, if any, not contravening said conditions, and which may be deemed expedient by those framing the new State government."

— Abraham Lincoln

"Nature does nothing in vain, and in the use of means to her goals she is not prodigal. Her giving to man reason and the freedom of the will which depends upon it is clear indication of her purpose. Man accordingly was not to be guided by instinct, not nurtured and instructed with ready-made knowledge; rather, he should bring forth everything out of his own resources."

— Immanuel Kant

"All inquiries carry with them some element of risk. There is no guarantee that the universe will conform to our predispositions. But I do not see how we can deal with the universe—both the outside and the inside universe—without studying it. The best way to avoid abuses is for the populace in general to be scientifically literate, to understand the implications of such investigations. In exchange for freedom of inquiry, scientists are obliged to explain their work. If science is considered a closed priesthood, too difficult and arcane for the average person to understand, the dangers of abuse are greater. But if science is a topic of general interest and concern—if both its delights and its social consequences are discussed regularly and competently in the schools, the press, and at the dinner table—we have greatly improved our prospects for learning how the world really is and for improving both it and us."

"The man who is guided by concepts and abstractions only succeeds by such means in warding off misfortune, without ever gaining any happiness for himself from these abstractions. And while he aims for the greatest possible freedom from pain, the intuitive man, standing in the midst of a culture, already reaps from his intuition a harvest of continually inflowing illumination, cheer, and redemption — in addition to obtaining a defense against misfortune. To be sure, he suffers more intensely, when he suffers; he even suffers more frequently, since he does not understand how to learn from experience and keeps falling over and over again into the same ditch."

— Friedrich Nietzsche

"Spinoza does not believe that worshipful awe is an appropriate attitude to take before God or nature. There is nothing holy or sacred about nature, and it is certainly not the object of a religious experience. Instead, one should strive to understand God or nature, with the kind of adequate or clear and distinct intellectual knowledge that reveals nature's most important truths and shows how everything depends essentially and existentially on higher natural causes. The key to discovering and experiencing God/nature, for Spinoza, is philosophy and science, not religious awe and worshipful submission. The latter give rise only to superstitious behaviour and subservience to ecclesiastic authorities; the former leads to enlightenment, freedom and true blessedness ."

— Baruch Spinoza

"I am utterly amazed, utterly enchanted! I have a precursor, and what a precursor! I hardly knew Spinoza: that I should have turned to him just now, was inspired by "instinct". Not only is his overtendency like mine — namely, to make all knowledge the most powerful affect — but in five main points of his doctrine I recognize myself; this most unusual and loneliest thinker is closest to me precisely in these matters: he denies the freedom of the will, teleology, the moral world-order, the unegoistic, and evil. Even though the divergencies are admittedly tremendous, they are due more to the difference in time, culture, and science. In summa: my lonesomeness, which, as on very high mountains, often made it hard for me to breathe and make my blood rush out, is now at least a twosomeness. Strange!"

— Baruch Spinoza

"The welfare of the people in particular has always been the alibi of tyrants, and it provides the further advantage of giving the servants of tyranny a good conscience. It would be easy, however, to destroy that good conscience by shouting to them: if you want the happiness of the people, let them speak out and tell what kind of happiness they want and what kind they don't want! But, in truth, the very ones who make use of such alibis know they are lies; they leave to their intellectuals on duty the chore of believing in them and of proving that religion, patriotism, and justice need for their survival the sacrifice of freedom."

— Albert Camus

"While imprisoned in the shed Pierre had learned not with his intellect but with his whole being, by life itself, that man is created for happiness, that happiness is within him, in the satisfaction of simple human needs, and that all unhappiness arises not from privation but from superfluity. And now during these last three weeks of the march he had learned still another new, consolatory truth- that nothing in this world is terrible. He had learned that as there is no condition in which man can be happy and entirely free, so there is no condition in which he need be unhappy and lack freedom. He learned that suffering and freedom have their limits and that those limits are very near together...."

— Leo Tolstoy

"Alyosha can, in fact, treat Ivan with compassion as a "real simpleton." The latter only made aa attempt at self-control and failed. Others will appear, with more serious intentions, who, on the basis of the same despairing nihilism, will insist on ruling the world. These are the Grand Inquisitors who imprison Christ and come to tell Him that His method is not correct, that universal happiness cannot be achieved by the immediate freedom of choosing between good and evil, but by the domination and unification of the world. The first step is to conquer and rule. The kingdom of heaven will, in fact, appear on earth, but it will be ruled over by men — a mere handful to begin with, who will be the Cassars, because they were the first to understand — and later, with time, by all men. The unity of all creation will be achieved by every possible means, since everything is permitted. The Grand Inquisitor is old and tired, for the knowledge he possesses is bitter. He knows that men are lazy rather than cowardly and that they prefer peace and death to the liberty of discerning between good and evil. He has pity, a cold pity, for the silent prisoner whom history endlessly deceives. He urges him to speak, to recognize his misdeeds, and, in one sense, to approve the actions of the Inquisitors and of the Caesars. But the prisoner does not speak."

— Albert Camus

"The child must be brought up free . He must learn to endure the restraint to which freedom subjects itself for its own preservation . Thus he must be disciplined. This precedes instruction. Training must continue without interruption. He must learn to do without things and to be cheerful about it. He must not be obliged to dissimulate, he must acquire immediate horror of lies, must learn so to respect the rights of men that they become an insurmountable wall for him. His instruction must be more negative. He must not learn religion before he knows morality. He must be refined, but not spoiled . He must learn to speak frankly, and must assume no false shame. Before adolescence he must not learn fine manners ; thoroughness is the chief thing. Thus he is crude longer, but earlier useful and capable."

— Immanuel Kant

"Let words proceed as they please, provided only your soul keeps its own sure order, provided your soul is great and holds unruffled to its ideals, pleased with itself on account of the very things which displease others, a soul that makes life the test of its progress, and believes that its knowledge is in exact proportion to its freedom from desire and its freedom from fear."

— Seneca the Younger

"When it is stated in Genesis that God said to Adam, “Only from the tree of the knowledge of good and evil you must not eat,” it follows as a matter of course that Adam really has not understood this word, for how could he understand the difference between good and evil when this distinction would follow as a consequence of the enjoyment of the fruit. When it is assumed that the prohibition awakens the desire one acquires knowledge instead of ignorance, and in that case Adam must have had knowledge of freedom, because the desire was to use it. The explanation is therefore subsequent. The prohibition induces in him anxiety, for the prohibition awakens in him freedom’s possibility. What passed by innocence as the nothing of anxiety has now entered into Adam, and here again it is a nothing-the anxious possibility of being able. He has no conception of what he is able to do; otherwise-and this it what usually happens-that which comes later, the difference between good and evil, would have to be presupposed. Only the possibility of being able is present as a higher form of ignorance, as a higher expression of anxiety, because in a higher sense it both is and is not, because in a higher sense he both loves it and flees from it."

— Søren Kierkegaard

"The New Englander is attached to his township because it is strong and independent; he has an interest in it because he shares in its management; he loves it because he has no reason to complain of his lot; he invests his ambition and his future in it; in the restricted sphere within his scope, he learns to rule society; he gets to know those formalities without which freedom can advance only through revolutions, and becoming imbued with their spirit, develops a taste for order, understands the harmony of powers, and in the end accumulates clear, practical ideas about the nature of his duties and the extent of his rights."

— Alexis de Tocqueville

"Although I consider our political world to be the best of which we have any historical knowledge, we should beware of attributing this fact to democracy or to freedom. Freedom is not a supplier who delivers goods to our door. Democracy does not ensure that anything is accomplished — certainly not an economic miracle. It is wrong and dangerous to extol freedom by telling people that they will certainly be all right once they are free. How someone fares in life is largely a matter of luck or grace, and to a comparatively small degree perhaps also of competence, diligence, and other virtues. The most we can say of democracy or freedom is that they give our personal abilities a little more influence on our well-being."

— Karl Popper

"Those who came before us made certain that this country rode the first waves of the industrial revolution, the first waves of modern invention, and the first wave of nuclear power, and this generation does not intend to founder in the backwash of the coming age of space. We mean to be a part of it — we mean to lead it. For the eyes of the world now look into space, to the moon and to the planets beyond, and we have vowed that we shall not see it governed by a hostile flag of conquest, but by a banner of freedom and peace. We have vowed that we shall not see space filled with weapons of mass destruction, but with instruments of knowledge and understanding."

— John F. Kennedy

"If the pursuit of learning is not defended by the educated citizen, it will not be defended at all. For there will always be those who scoff at intellectuals, who cry out against research, who seek to limit our educational system. Modern cynics and skeptics see no more reason for landing a man on the moon, which we shall do, than the cynics and skeptics of half a millennium ago saw for the discovery of this country. They see no harm in paying those to whom they entrust the minds of their children a smaller wage than is paid to those to whom they entrust the care of their plumbing. But the educated citizen knows how much more there is to know. He knows that "knowledge is power," more so today than ever before. He knows that only an educated and informed people will be a free people, that the ignorance of one voter in a democracy impairs the security of all, and that if we can, as Jefferson put it, "enlighten the people generally … tyranny and the oppressions of mind and body will vanish, like evil spirits at the dawn of day." And, therefore, the educated citizen has a special obligation to encourage the pursuit of learning, to promote exploration of the unknown, to preserve the freedom of inquiry, to support the advancement of research, and to assist at every level of government the improvement of education for all Americans, from grade school to graduate school."

— John F. Kennedy

"Our Republic is itself a strong argument in favor of composite nationality. It is no disparagement to the Americans of English descent to affirm that much of the wealth, leisure, culture, refinement and civilization of the country are due to the arm of the negro and the muscle of the Irishman. Without these, and the wealth created by their sturdy toil, English civilization had still lingered this side of the Alleghanies, and the wolf still be howling on their summits. To no class of our population are we more indebted for valuable qualities of head, heart, and hand, than to the German. Say what we will of their lager, their smoke, and their metaphysics, they have brought to us a fresh, vigorous and child-like nature; a boundless facility in the acquisition of knowledge; a subtle and far-reaching intellect, and a fearless love of truth. Though remarkable for patient and laborious thought, the true German is a joyous child of freedom, fond of manly sports, a lover of music, and a happy man generally. Though he never forgets that he is a German, he never fails to remember that he is an American."

— Frederick Douglass

"Learning in the true sense of the word is possible only in that state of attention, in which there is no outer or inner compulsion. Right thinking can come about only when the mind is not enslaved by tradition and memory. It is attention that allows silence to come upon the mind, which is the opening of the door to creation. That is why attention is of the highest importance. Knowledge is necessary at the functional level as a means of cultivating the mind, and not as an end in itself. We are concerned, not with the development of just one capacity, such as that of a mathematician, or a scientist, or a musician, but with the total development of the student as a human being. How is the state of attention to be brought about? It cannot be cultivated through persuasion, comparison, reward or punishment, all of which are forms of coercion. The elimination of fear is the beginning of attention. Fear must exist as long as there is an urge to be or to become, which is the pursuit of success, with all its frustrations and tortuous contradictions. You can teach concentration, but attention cannot be taught just as you cannot possibly teach freedom from fear; but we can begin to discover the causes that produce fear, and in understanding these causes there is the elimination of fear. So attention arises spontaneously when around the student there is an atmosphere of well-being, when he has the feeling of being secure, of being at ease, and is aware of the disinterested action that comes with love. Love does not compare, and so the envy and torture of "becoming" cease."

— Jiddu Krishnamurti

"Repression invades the academic enterprise itself, even prior to all restrictions on academic freedom. The pre-empting of the mind vitiates impartiality and objectivity: unless the student learns to think in the opposite direction, he will be inclined to place the facts into the predominant framework of values. Scholarship, i.e., the acquisition and communication of knowledge, prohibits the purification and isolation of facts from the context of the whole truth. An essential part of the latter is recognition of the frightening extent to which history is made and recorded by and for the victors, that is, the extent to which history was the development of oppression. And this oppression is in the facts themselves which it establishes; thus they themselves carry a negative value as part and aspect of their facticity. To treat the great crusades against humanity with the same impartiality as the desperate struggles for humanity means neutralizing their opposite historical function, reconciling the executioners with their victims, distorting the record. Such spurious neutrality serves to reproduce acceptance of the dominion of the victors in the consciousness of man."

— Herbert Marcuse

"The university, in a society ruled by public opinion, was to have been an island of intellectual freedom where all views were investigated without restriction. … But by consenting to play an active or “positive,” a participatory role in society, the university has become inundated and saturated with the backflow of society’s “problems.” Preoccupied with questions of Health, Sex, Race, War, academics make their reputations and their fortunes. … Any proposed reforms of liberal education which might bring the university into conflict with the whole of the U.S.A. are unthinkable. Increasingly, the people “inside” are identical in their appetites and motives with the people “outside” the university."

— Saul Bellow

"Armed with the knowledge of our past, we can with confidence charter a course for our future. Culture is an indispensable weapon in the freedom struggle. We must take hold of it and forge the future with the past."

"If you think that you are bound, you remain bound; you make your own bondage. If you know that you are free, you are free this moment. This is knowledge, knowledge of freedom. Freedom is the goal of all nature."

— Swami Vivekananda

"If man puts his honor first in relying upon himself, knowing himself and applying himself, this in self-reliance, self-assertion, and freedom, he then strives to rid himself of the ignorance which makes a strange impenetrable object a barrier and a hindrance to his self-knowledge."

— Max Stirner

"If it is the drive of our time, after freedom of thought is won, to pursue it to that perfection through which it changes to freedom of the will in order to realize the latter as the principle of a new era, then the final goal of education can no longer be knowledge, but the will born out of knowledge, and the spoken expression of that for which it has to strive is: the personal or free man. Truth consists in nothing other than man's revelation of himself, and thereto belongs the discovery of himself, the liberation from all that is alien, the uttermost abstraction or release from all authority, the re-won naturalness. Such thoroughly true men are not supplied by school; if they are there, they are there in spite of school."

— Max Stirner

"In the general tendency toward specialization, philosophy too has established itself as a specialized discipline, one purified of all specific content. In so doing, philosophy has denied its own constitutive concept: the intellectual freedom that does not obey the dictates of specialized knowledge."

— Theodor Adorno

"Yes, so it is that knowledge itself must die in order to blossom forth again in death as will; the freedom of thought, belief, and conscience, these wonderful flowers of three centuries will sink back into the lap of mother earth so that a new freedom, the freedom will, will be nourished with its most noble juices."

— Max Stirner

"In the pedagogical as in certain other spheres freedom is not allowed to erupt, the power of the opposition is not allowed to put a word in edgewise: they want submissiveness. Only a formal and material training is being aimed at and only scholars come out of the menageries of the humanists, only "useful citizens" out of those of the realists, both of whom are indeed nothing but subservient people. Our good background of recalcitrancy gets strongly suppressed and with it the development of knowledge to free will. The result of school is then philistinism."

— Max Stirner

"I was filled with joy when studying quantum physics at the university as a means to understand the universe. But at the same time, I was preoccupied with the oppressive conditions in my country and the tyranny suffered by our universities, intellectuals, and the media. Like many others in our universities, I felt compelled to join the struggle for freedom. What we experience is a decades-old tyranny, that cannot tolerate freedom of speech and thought. In the name of religion, it restricts and punishes science, intellect, and even love. It labels as a threat to national security and toxic to society whatever is not compatible with its political and economic interests. It considers punishing unwelcome ideas as a positive thing. It does not tolerate differences of opinion; it responds to logic not by logic, discussion or dialog, but by suppression. By tyranny I mean a ruling power that tries to make only one voice—the voice of a ruling minority in Iran—dominant, with no regard for pluralism in the society. By tyranny I mean a judiciary that disregards even the Islamic Republic’s own constitution, and sentences intellectuals, writers, journalists, and political and to long, without due process and trial in a court of law. ... By tyranny I mean power-holders who believe they stand above the law and who disregard justice and the urgent demands of the human conscience."

— Narges Mohammadi

"Freedom has nothing to do with lack of training; it can only be the product of training. You're not free to move unless you've learned to walk, and not free to play the piano unless you practise. Nobody is capable of free speech unless he knows how to use the language, and such knowledge is not a gift: it has to be learned and worked at."

— Northrop Frye

"There was an NPR story this morning, about the indigenous peoples of Australia, which might make a good column. Apparently they want to preserve their culture, language, and religion because they're slowly disappearing, which is certainly understandable. But, for some reason, they also want more stuff — better education, housing, etc. — from the Australian government. Isn't it odd that it never occurs to such groups that maybe, just maybe, the reason their cultures are evaporating is that they get too much of that stuff already? Indeed, I'm at a loss as to how mastering algebra and biology will make aboriginal kids more likely to believe — oh, I dunno — that hallucinogenic excretions from a frog have spiritual value. And I'm at a loss as to how better clinics and hospitals will do anything but make the shamans and medicine men look more useless. And now that I think about it, that's the point I was trying to get at a few paragraphs ago, when I was talking about the symbiotic relationship between freedom and the hurly-burly of life. Cultures grow on the vine of tradition. These traditions are based on habits necessary for survival, and day-to-day problem solving. Wealth, technology, and medicine have the power to shatter tradition because they solve problems."

— Jonah Goldberg

Key thinkers on this theme

Abraham Lincoln· Politics Immanuel Kant· Philosophy Carl Sagan· Science Friedrich Nietzsche· Philosophy Baruch Spinoza· Philosophy

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