Education

Real educational growth is indicated by enhancement of ideals, increased appreciation of values, new meanings of values, and augmented loyalty to supreme values. 100:1.3

The mortal career, the soul’s evolution, is not so much a probation as an education. 111:3.5

Unless a free people are educated—taught to think intelligently and plan wisely—freedom usually does more harm than good. 71:2.11

It is not so much what we learn in this first life; it is the experience of living this life that is important. 39:4.13

Education of public opinion is the only safe and true method of accelerating civilization 71:2.7

A personality can look before it leaps and can therefore learn from looking as well as from leaping. A nonpersonal animal ordinarily learns only by leaping. 16:7.2-3

Intellectual deficiency or educational poverty unavoidably handicaps higher religious attainment 102:3.1

spiritual progress dependent on mental expansion and unfailingly delayed by intellectual retardation. But this does not mean that spiritual evolution is dependent on education, culture, or wisdom 65:8.4 101:2.15 111:6.6

In the Urantia Book

Historically

• in a progressive civilization education must be compulsory 70:9.9 71:4.7
• The household fire, which was attended by the mother or eldest daughter, was the first educator, requiring watchfulness and dependability. 69:6.3
• first schools were clubs of unmarried men, women 70:7.14
• the schools of the Planetary Prince contained: 50:4.3-10 66:5.9-10
• # Physical labor. Cultivation of the soil, associated with home building and embellishment.
• # Social activities. Play performances and cultural social groupings.
• # Educational application. Individual instruction in connection with family-group teaching, supplemented by specialized class training.
• # Vocational training. Schools of marriage and homemaking, the schools of art and craft training, and the classes for the training of teachers
• # Spiritual culture. The teacher brotherhood, the enlightenment of childhood and youth groups, and the training of adopted native children as missionaries to their people.
• Adam and Eve children attended their own schools during four years until they were sixteen, the younger being taught by the elder. The schools, in fact every activity of the Garden, were always open to visitors. 74:6.7 74:7.1-11
• The entire purpose of the western school system of the Garden was socialization. 74:7.2
• educational methods of Sethites have never since been surpassed 76:3.10
• Chinese of even 6,000 years ago were keen students and aggressive in their pursuit of truth. 79:6.11 79:8.7

Jesus’ education

• Jesus began his formal education in the synagogue schools at the age of seven. For three years—until he was ten—he attended the elementary school of the Nazareth synagogue. 123:2.14 123:5
• Jesus’ earliest training, aside from that of the home hearth, had to do with a reverent and sympathetic contact with nature. 123:5.14
• The most valuable part of Jesus’ early education was secured from his parents in answer to his thoughtful and searching inquiries. 123:2.3
• But his real education—that equipment of mind and heart for the actual test of grappling with the difficult problems of life—he obtained by mingling with his fellow men. 123:5.8 124:3.3 124:4.1 125:2.12 126:5.2 128:2.5 128:3.4 129:1.7 129:3.7-8 130:0.5-6
• At the Capernaum synagogue he found many new books in the library chests, and he spent at least five evenings a week at intense study. 129:1.9

Apostles’ education

• education was compulsory for Jews in Jesus times 123:2.5-13 123:5.11
• Pharisees believed untaught people accursed 162:2.9
• Jew’s custom was to sit while teaching 151:1.1
• the apostles had not been put through the same educational curriculum 139:0.3-4
• the apostles spent a period in which they studied the hebrew scriptures for 3 hours every night in the synagogue 137:6.5 137:7.14
• John Mark was wisely sent to public school 177:2.2

Education in other planets

• education is compulsory in the most developed continental nation in a neighbor planet (72:8.1,7)
• in this nation exists ten regional schools of statesmanship, concerning responsibilities in administration 72:8.2-3
• in continental nation it is expected that the most valuable part of a child’s education and character training will be secured from his parents and at home, and fathers devote almost as much attention to child culture as do mothers. 72:3.4

Educational method

• the effective technique in all forms and phases of teaching is saying “Come”—“come with me; I will show you the way.” 127:4.2 139:5.8
• home building should be the center and essence of all educational effort. 84:0.1
• experience gives conceptual capacity to comprehend many-sided problems 54:6.10
• Education has too long been localistic, militaristic, ego exalting, and success seeking; it must eventually become world-wide, idealistic, self-realizing, and cosmic grasping. 71:7.3
• Education is the business of living; it must continue throughout a lifetime so that mankind may gradually experience the ascending levels of mortal wisdom (71:7.2,5) 71:8.7
• educational pressure is only negatively helpful in that it may aid in the prevention of disastrous experiences. 103:5.11
• The spirit concept cannot be mechanically forced into the material memory mold. 48:7.5
• The true teacher maintains his intellectual integrity by ever remaining a learner 130:3.7
• Teachers must be free beings, real leaders, to the end that philosophy, the search for wisdom, may become the chief educational pursuit. 71:7.4
• Before training citizens in the highly specialized techniques of earning a living, they should be trained in one or more methods of commonplace labor. 81:6.32
• There is great educational value in mingling with diverse groups of personalities, orders very different from one’s own fellows. 46:5.29 149:4.6
• Wise fathers carefully plan for the education and adequate training of their sons and daughters. 142:7.8
• Jesus' method
• Jesus recognized that it was necessary for most men to devote themselves to the mastery of some vocation, but he deplored all tendency toward overspecialization, toward becoming narrow-minded and circumscribed in life’s activities. (149:4.3,6) 155:1.4
• Jesus' method of child training was the positive injunction to do good in the place of the older Jewish method of forbidding to do evil. 127:4.2
• education in heavens
• universe is one vast school 37:6.2
• The entire ascendant plan of mortal progression is characterized by the practice of giving out to other beings new truth and experience just as soon as acquired. 30:3.9 30:4.23 35:4.1 37:10.5 100:2.1 138:6.1
• each unit of the ascendant life is a veritable training school for the stage of existence just ahead 49:0.1
• The superuniverse regime is not the same for all ascending mortals. They receive the same general education, but special groups and classes 30:4.25
• morontia progressors learn languages much as we do here 48:3.13
• On the first mansion world it is the practice to teach the less advanced students by the parallel technique; that is, in one column are presented the more simple concepts of mota meanings, and in the opposite column citation is made of analogous statements of mortal philosophy. 48:7.1
• the Nebadon educational system provides for your assignment to a task and then affords you opportunity to receive instruction as to the ideal and divine method of best performing that task. 37:6.4
• all the way in to Havona you enact the role of a pupil-teacher, constantly acquiring added knowledge and continuously giving out to others the wisdom and experience 25:4.12 44:0.13 74:6.7 74:7.1
• All the way in to Paradise we the ascending pilgrims pursue our studies in the practical schools of applied knowledge—actual training in really doing the things we are being taught. 35:10.3 37:6.3-4 50:5.7 66:7.6 148:1.1
• The glorified mortals of the Paradise Corps of Finality are ascendant beings trained to limits of capacity 31:3.7
• Paradise philosophers teach by every possible method of instruction, including the higher graph technique of Havona and certain Paradise methods of communicating information, a high speed method 26:3.8 27:6.4
• Inspired Trinity Spirits teach superconsciously 19:5.7-9

Purpose of education

• the keynote of the whole educational system should be character acquired by enlightened experience 37:6.3
• Education should be a technique of learning and discovering the better methods of gratifying our natural and inherited urges 140:4.10
• eternal adventure should be supreme study 40:7.4
• we are offered a graduated opportunity to master the details of the operation and administration of the grand universe 48:8.2
• Good social environment and proper education are indispensable soil and atmosphere for getting the most out of a good inheritance. 16:6.11 76:2.6
• The purpose of education should be acquirement of skill, pursuit of wisdom, realization of selfhood, and attainment of spiritual values. 71:7.1
• The purpose of all education should be to foster and further the supreme purpose of life, the development of a majestic and well-balanced personality. 195:10.17
• The higher a creature’s education, the more respect he has for the knowledge, experience, and opinions of others. 25:3.12
• The real purpose of all universe education is to effect the better co-ordination of the isolated child of the worlds with the larger realities of his expanding experience. 2:7.12
• The chief object of education is to make every pupil a self-supporting citizen. 72:4.5-6
• the purpose is to seek truth as well as fact, expand soul as well as mind 48:6.32

Universe schools

• * schools of thinking, feeling, and doing in morontia worlds 48:5.6
• * schools of ethics, administration, and social adjustment at constellation 48:5.6
• * Melchizedek University, on 490 Salvington spheres 35:3 37:6.1-2
• * schools of philosophy, divinity, and pure spirituality at Salvington 48:5.6
• * legislation schools in Vorondadek worlds 35:7.1-2

Warnings

• blindness by confusion of complex learning 102:0.2
• mankind precipitated to confusion by overteaching 66:6.6 137:7.14
• the improvement in education has not kept pace with the expanding social structure 81:6.25
• Caligastia an Lucifer, with a maximum of intelligence and a vast experience in universe affairs, went astray—embraced sin. 67:3.9
• what we fail to learn here we must learn hereafter 48:5.7
• without e., freedom usually does more harm than good 71:2.11

Bible parallels

Passages that the paragraphs cited above parallel, quote or reinterpret, from Duane Faw’s Paramony cross-references. Hover a reference to read it.

• East of Eden 74:7.1 — Gn 2:8; Gn 3:23-24.
• Jesus' sister, Miriam 123:2.3 — Mt 13:56; Mk 6:3.
• Commonwealth of Israel 128:3.4 — Eph 2:12.
• Roman captain “devout” 129:1.7 — Mt 8:5-13; Lk 7:1-10.
• Spirit of Lord is upon me 123:5.11 — Is 61:1.
• Officers return without Jesus, scolded 162:2.9 — Jn 7:45-52.
• No prophet from from Galilee 162:2.9 — Jn 7:41.
• Crowd around boat 151:1.1 — Mt 13:1-3; Mk 4:1-2; Lk 8:4.
• Kingdom won't come with noise, but in hearts 137:6.5 — Lk 17:20-21.
• You are friends 137:6.5 — Jn 15:14-15.
• Kingdom of tribulation and joy 137:6.5 — Jn 16:33; Acts 14:22; Rev 7:14.
• Come and see 139:5.8 — Jn 1:45-46.
• Where spirit of Lord 103:5.11 — 2 Co 3:17.
• Be you perfect 40:7.4 — Gn 17:1; 1 Ki 8:61; Lv 19:2; Dt 18:13; Mt 5:48; 2 Co 13:11; Jm 1:4; 1 P 1:16.
• Faith dispels despair 102:0.2 — Ro 1:17.

Where it appears

Education is linked in 278 paragraphs of the text; the first 40 are listed.

See also

• ignorance
• knowledge
• teachers

What links here