“I perceive that it is far more practical to begin at the beginning and discuss theories. I see that the men who killed each other about the orthodoxy of the Homoousion were far more sensible than the people who are quarrelling about the Education Act. For the Christian dogmatists were trying to establish a reign of holiness, and trying to get defined, first of all, what was really holy. But our modern educationists are trying to bring about a religious liberty without attempting to settle what is religion or what is liberty. If the old priests forced a statement on mankind, at least they previously took some trouble to make it lucid. It has been left for the modern mobs of Anglicans and Nonconformists to persecute for a doctrine without even stating it.”
Reflection Questions
In this thought-provoking quote from G.K. Chesterton, he highlights the contrast between past debates on religious principles and current disputes over education policies. As you reflect on this quote, consider the following questions:
- What do you think Chesterton is implying by suggesting that the debates over the Homoousion were more sensible than modern-day arguments over the Education Act?
- How important do you believe it is to define concepts such as religion and liberty before advocating for policies related to them?
- Do you agree with Chesterton's assertion that clarity and lucidity are lacking in contemporary discussions about education and religious liberty?
- How can we work towards establishing a more thoughtful and intentional approach to addressing complex issues like education and religion in our society?
Analysis of Chesterton's views on practicality and theological discussions
“I perceive that it is far more practical to begin at the beginning and discuss theories. I see that the men who killed each other about the orthodoxy of the Homoousion were far more sensible than the people who are quarrelling about the Education Act. For the Christian dogmatists were trying to establish a reign of holiness, and trying to get defined, first of all, what was really holy. But our modern educationists are trying to bring about a religious liberty without attempting to settle what is religion or what is liberty. If the old priests forced a statement on mankind, at least they previously took some trouble to make it lucid. It has been left for the modern mobs of Anglicans and Nonconformists to persecute for a doctrine without even stating it.” - G.K. Chesterton
Modern Relevance
G.K. Chesterton's quote about the practicality of discussing theories before engaging in debates resonates in today's society, where controversies often arise without a clear understanding of the underlying principles at stake. This timeless wisdom sheds light on the importance of establishing a solid foundation before engaging in heated arguments.
Quote Analysis
In this quote, G.K. Chesterton compares the disputes over religious doctrine in the past to the modern-day debates surrounding education. He suggests that the focus of early religious leaders, though often contentious, was on defining and establishing what was truly holy. In contrast, Chesterton criticizes modern educationists for promoting religious liberty without a clear understanding or definition of what constitutes religion or liberty. He points out the irony in the fact that while the old religious leaders at least made an effort to clearly articulate their beliefs, modern groups oppose each other without even defining the doctrines they are arguing about. This quote highlights Chesterton's belief in the importance of clarity and definition in discussions and debates.
Similar quotes
“We are fond of talking about 'liberty'; but the way we end up actually talking of it is an attempt to avoid discussing what is 'good.' We are fond of talking about 'progress'; that is a dodge to avoid discussing what is good. We are fond of talking about 'education'; that is a dodge to avoid discussing what is good. The modern man says, 'Let us leave all these arbitrary standards and embrace unadulterated liberty.' This is, logically rendered, 'Let us not decide what is good, but let it be considered good not to decide it.' He says, 'Away with your old moral standard; I am for progress.' This, logically stated, means, 'Let us not settle what is good; but let us settle whether we are getting more of it.' He says, 'Neither in religion nor morality, my friend, lie the hopes of the race, but in education.' This, clearly expressed, means, 'We cannot decide what is good, but let us give it to our children.”
“I'd seen entire constellations of possibility I'd never previously been aware of, so blinded had I been by the bright, glaring stars of expectation. Freedom, I was beginning to think, had less to do with where you were, and was more about who you were trying to be.”
“I want that perfect ending. But I've learned the hard way, that some stories don't have a clear beginning, middle and end. My life has not been about knowing or figuring everything out. It's been about having to deal with change, about taking a moment and making the best of it, even if I knew I'd have to take a big risk. Life is really about trying to move forward without knowing exactly what is going to happen next.”
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