Knowledge × Virtue

Knowledge and Virtue

Browse 30 quotations catalogued under knowledge with "virtue" in the text or topic label.

30 quotes

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

The authors represented include Bertrand Russell, Aristotle, John Locke, Albert Camus, and others. Read each quotation in its own context rather than assuming that these authors share a position.

One matching quotation reads: "The instinctive foundation of the intellectual life is curiosity, which is found among animals in its elementary forms. Intelligence demands an alert curiosity…" The full quotation appears below.

Another matching quotation reads: "There can be no doubt that children should be taught those useful things which are really necessary, but not all things, for occupations ar…" Compare the wording and surrounding 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 Virtue.

30 Quotes on Knowledge and Virtue

"The instinctive foundation of the intellectual life is curiosity, which is found among animals in its elementary forms. Intelligence demands an alert curiosity, but it must be of a certain kind. The sort that leads village neighbours to try to peer through curtains after dark has no very high value. The widespread interest in gossip is inspired, not by a love of knowledge but by malice: no one gossips about other people's secret virtues, but only about their secret vices. Accordingly most gossip is untrue, but care is taken not to verify it. Our neighbour's sins, like the consolations of religion, are so agreeable that we do not stop to scrutinise the evidence closely."

— Bertrand Russell

"There can be no doubt that children should be taught those useful things which are really necessary, but not all things, for occupations are divided into liberal and illiberal; and to young children should be imparted only such kinds of knowledge as will be useful to them without vulgarizing them. And any occupation, art, or science which makes the body, or soul, or mind of the freeman less fit for the practice or exercise of virtue is vulgar; wherefore we call those arts vulgar which tend to deform the body, and likewise all paid employments, for they absorb and degrade the mind. There are also some liberal arts quite proper for a freeman to acquire, but only in a certain degree, and if he attend to them too closely, in order to attain perfection in them, the same evil effects will follow."

"Virtue is harder to be got than knowledge of the world; and, if lost in a young man, is seldom recovered."

"The evil that is in the world always comes of ignorance, and good intentions may do as much harm as malevolence, if they lack understanding. On the whole men are more good than bad; that, however, isn't the real point. But they are more or less ignorant, and it is this that we call vice or virtue; the most incorrigible vice being that of an ignorance which fancies it knows everything and therefore claims for itself the right to kill. There can be no true goodness, nor true love, without the utmost clear-sightedness."

— Albert Camus

"And is it possible, CLEANTHES, said PHILO, that after all these reflections, and infinitely more, which might be suggested, you can still persevere in your Anthropomorphism, and assert the moral attributes of the Deity, his justice, benevolence, mercy, and rectitude, to be of the same nature with these virtues in human creatures? His power we allow is infinite: whatever he wills is executed: but neither man nor any other animal is happy: therefore he does not will their happiness. His wisdom is infinite: He is never mistaken in choosing the means to any end: But the course of Nature tends not to human or animal felicity: therefore it is not established for that purpose. Through the whole compass of human knowledge, there are no inferences more certain and infallible than these. In what respect, then, do his benevolence and mercy resemble the benevolence and mercy of men? EPICURUS's old questions are yet unanswered. Is he willing to prevent evil, but not able? then is he impotent. Is he able, but not willing? then is he malevolent. Is he both able and willing? whence then is evil?"

"Talk not so much, then, young artist, of the great old masters, who but painted and chisell'd. Study not only their productions. There is a still higher school for him who would kindle his fire with coal from the altar of the loftiest and purest art. It is the school of all grand actions and grand virtues, of heroism, of the death of patriots and martyrs — of all the mighty deeds written in the pages of history — deeds of daring, and enthusiasm, devotion, and fortitude."

— Walt Whitman

"I always believed that at some time fate would take from me the terrible effort and duty of educating myself. I believed that, when the time came, I would discover a philosopher to educate me, a true philosopher whom one could follow without any misgiving because one would have more faith in him than one had in oneself. Then I asked myself: what would be the principles by which he would educate you?—and I reflected on what he might say about the two educational maxims which are being hatched in our time. One of them demands that the educator should quickly recognize the real strength of his pupil and then direct all his efforts and energy and heat at them so as to help that one virtue to attain true maturity and fruitfulness. The other maxim, on the contrary, requires that the educator should draw forth and nourish all the forces which exist in his pupil and bring them to a harmonious relationship with one another. ... But where do we discover a harmonious whole at all, a simultaneous sounding of many voice in one nature, if not in such men as Cellini, men in whom everything, knowledge, desire, love, hate, strives towards a central point, a root force, and where a harmonious system is constructed through the compelling domination of this living centre? And so perhaps these two maxims are not opposites at all? Perhaps the one simply says that man should have a center and the other than he should also have a periphery? That educating philosopher of whom I dreamed would, I came to think, not only discover the central force, he would also know how to prevent its acting destructively on the other forces: his educational task would, it seemed to me, be to mould the whole man into a living solar and planetary system and to understand its higher laws of motion."

— Friedrich Nietzsche

"How much education may reconcile young people to pain and sufference, the examples of Sparta do sufficiently shew; and they who have once brought themselves not to think bodily pain the greatest of evils, or that which they ought to stand most in fear of, have made no small advance toward virtue."

"The participation we have in the knowledge of truth, such as it is, is not acquired by our own force: God has sufficiently given us to understand that, by the witnesses he has chosen out of the common people, simple and ignorant men, that he has been pleased to employ to instruct us in his admirable secrets. Our faith is not of our own acquiring; 'tis purely the gift of another's bounty: 'tis not by meditation, or by virtue of our own understanding, that we have acquired our religion, but by foreign authority and command wherein the imbecility of our own judgment does more assist us than any force of it; and our blindness more than our clearness of sight: 'tis more by__ the mediation of our ignorance than of our knowledge that we know any thing of the divine wisdom. 'Tis no wonder if our natural and earthly parts cannot conceive that supernatural and heavenly knowledge: let us bring nothing of our own, but obedience and subjection; for, as it is written, "I will destroy the wisdom of the wise, and will bring to nothing the understanding of the prudent. Where is the wise? Where is the scribe? Where is the disputer of this world? Hath not God made foolish the wisdom of this world? For after that, in the wisdom of God, the world knew not God, it pleased God by the foolishness of preaching to save them that believe."

— Michel de Montaigne

"I know how it is that the path of the Mean is not walked in — The knowing go beyond it, and the stupid do not come up to it. I know how it is that the path of the Mean is not understood — The men of talents and virtue go beyond it, and the worthless do not come up to it."

"Inflamed with the study of learning and the admiration of virtue; stirred up with high hopes of living to be brave men and worthy patriots, dear to God, and famous to all ages."

— John Milton

"If we compare the third-person attitude of someone who simply says how things stand with the performative attitude of someone who tries to understand what is said to him , the implications … become clear. … First, interpreters relinquish superiority that observers have by virtue of their privileged position, in that they themselves are drawn, at least potentially, into negotiations about the meaning and validity of utterances. By taking part in communicative action, they accept in principle the same status as those whose utterances they are trying to understand. … It is impossible to decide a priori who is to learn from whom."

— Jürgen Habermas

"Third, and finally, the educated citizen has an obligation to uphold the law. This is the obligation of every citizen in a free and peaceful society — but the educated citizen has a special responsibility by the virtue of his greater understanding. For whether he has ever studied history or current events, ethics or civics, the rules of a profession or the tools of a trade, he knows that only a respect for the law makes it possible for free men to dwell together in peace and progress."

— John F. Kennedy

"boarding schools, as we know, hold the three principal subjects which constitute the basis of human virtue to be the French language , piano-playing , and that particular department of housewifery which is comprised in the knitting of purses and other “surprises.” Nevertheless changes and improvements have begun to take place, since things now are governed more by the personal inclinations and idiosyncracies of the keepers of such establishments. For instance, in some seminaries the regimen places piano-playing first, and the French language second, and then the above department of housewifery; while in other seminaries the knitting of “surprises” heads the list, and then the French language, and then the playing of pianos—so diverse are the systems in force!"

— Nikolai Gogol

"Of course some sort of general idea they must have, if they were to do their work intelligently — though as little of one as possible. For particulars, as every one knows, make for virtue and happiness; generalities are intellectually necessary evils. Not philosophers but fretsawyers and stamp collectors compose the backbone of society"

— Aldous Huxley

"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

"Men in general are neither very good nor very bad, but mediocre... Man with his vices, his weaknesses, his virtues, this confused medley of good and ill, high and low, goodness and depravity, is yet, take him all in all, the object on earth most worthy of study, of interest, of pity, of attachment and of admiration. And since we haven't got angels, we can attach ourselves to nothing greater and more worthy of our devotion than our own kind."

— Alexis de Tocqueville

"The modern man is . . . certain about his essential virtue . . . he does not see that he has a freedom of spirit which transcends both nature and reason . . . is unable to understand the real pathos of his defiance of nature's and reason's laws. He always imagines himself betrayed into this defiance either by some accidental corruption in his past history or by some sloth of reason. Hence he hopes for redemption, either through a program of social reorganization or by some scheme of education."

— Reinhold Niebuhr

"Our culture peculiarly honors the act of blaming, which it takes as the sign of virtue and intellect."

— Lionel Trilling

"If you stay in Canada, I can, too. Everybody says Canada is a hard country to govern, but nobody mentions that for some people it is also a hard country to live in. Still, if we all run away it will never be any better. So let the geniuses of easy virtue go southward; I know what they feel too well to blame them. But for some of us there is no choice; let Canada do what she will with us, we must stay."

— Robertson Davies

"As all true virtue, wherever found, is a ray of the life of the All-Holy; so all solid knowledge, all really accurate thought, descends from the Eternal Reason, and ought, when we apprehend it, to guide us upwards to Him."

— Henry Liddon

"By virtue of creation, and still more the incarnation, nothing here is profane for those who know how to see."

— Pierre Teilhard de Chardin

"Till women are more rationally educated, the progress in human virtue and improvement in knowledge must receive continual checks."

— Mary Wollstonecraft

"No, they were not exactly automatons, but they did not know what they were doing. They take down a boy’s britches. They stare at his buttocks. They cane him until the buttocks bleed. And they believe this is virtue, because it is done in a school, and it becomes vice only if it is done in a place with a red lantern over the door."

— Robert Anton Wilson

"“Freedom and determinism are only the obverse and the reverse of the two-faced fact of rational self-activity. Freedom is the thought-action of the self, defining its specific identity, and determinism means nothing but the definite character which the rational nature of the action involves. Thus freedom, far from disjoining and isolating each self from other selves, especially the Supreme Self, or God, in fact defines the inner life of each, in its determining whole, in harmony with theirs, and so, instead of concealing, opens it to their knowledge — to God, with absolute completeness eternally, in virtue of his perfect vision into all possible emergencies, all possible alternatives; to the others, with an increasing fulness, more or less retarded, but advancing toward completeness as the Rational Ideal guiding each advances in its work of bringing the phenomenal or natural life into accord with it. For our freedom, in its most significant aspect, means just our secure possession, each in virtue of his self-defining act, of this common Ideal, whose intimate nature it is to unite us, not to divide us; to unite us while it preserves us each in his own identity, harmonising each with all by harmonising all with God, but quenching none in any extinguishing Unit. Freedom, in short, means first our self-direction by this eternal Ideal and toward it, and then our power, from this eternal choice, to bring our temporal life into conformity with it, step by step, more and more."

— George Holmes Howison

"Whoever desires that his intellect may grow up to soundness, to healthy vigor, must begin with moral discipline. Reading and study are not enough to perfect the power of thought. One thing above all is needful, and that is, the disinterestedness which is the very soul of virtue. To gain truth, which is the great object of the understanding, I must seek it disinterestedly. Here is the first and grand condition of intellectual progress. I must choose to receive the truth, no matter how it bears on myself. I must follow it, no matter where it leads, what interests it opposes, to what persecution or loss it lays me open, from what party it severs me, or to what party it allies. Without this fairness of mind, which is only another phrase for disinterested love of truth, great native powers of understanding are perverted and led astray."

— William Ellery Channing

"Something is profoundly wrong with the way we live today. For thirty years we have made a virtue out of the pursuit of material self-interest: indeed, this very pursuit now constitutes whatever remains of our sense of collective purpose. We know what things cost but have no idea what they are worth. We no longer ask of a judicial ruling or a legislative act: is it good? Is it fair? Is it just? Is it right? Will it help bring about a better society or a better world? Those used to be the political questions, even if they invited no easy answers. We must learn once again to pose them."

"Balancing the budget is like protecting your virtue , you have to learn how to say no."

— Ronald Reagan

"Scholarship has yielded to the irresistible pull that science exerts on our minds by its self-confidence and the promise of certified knowledge. But, to repeat, the objects of culture are not analyzable, not graspable by the geometric mind. Great works of art are great by virtue of being syntheses of the world; they qualify as art by fusing form and contents into an indivisible whole; what they offer is not "discourse about," nor a cipher to be decoded, but a prolonged incitement to finesse. So it is paradoxical that our way of introducing young minds to such works should be the way of scholarship."

— Jacques Barzun

"The prevailing conception is that education must be such as will enable one to acquire enough wealth to live on the plane of the bourgeoisie. That kind of education does not develop the aristocratic virtues. It neither encourages reflection nor inspires reverence for the good."

— Richard Weaver

Key thinkers on this theme

Bertrand Russell· Philosophy Aristotle· Philosophy John Locke· Philosophy Albert Camus· Literature David Hume· Philosophy

Related ideas in Knowledge

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