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by the constant growth of insight and knowledge, this intellectual life, like a slowly-forming work of art, will acquire a consistency, a permanent intensity, a unity which becomes ever more and more complete
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“by the constant growth of insight and knowledge, this intellectual life, like a slowly-forming work of art, will acquire a consistency, a permanent intensity, a unity which becomes ever more and more complete”

Arthur Schopenhauer

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Source
The Wisdom of Life
Date
1851
English wording
T. Bailey Saunders — Translator · from German
Meaning

Meaning of “by the constant growth of insight and knowledge,…”

The image treats intellectual development as cumulative craftsmanship: insight and knowledge gradually produce greater coherence instead of appearing as a single finished achievement.

Source context

Where does it come from?

The Wisdom of Life, T. Bailey Saunders translation; Project Gutenberg #10741. The simile compares a developing intellectual life with a slowly formed work of art.

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ArtAttitudeCreativityCuriosityGrowthGrowth MindsetHumilityInspirational Quotes About Hope, Courage & PossibilityLearning Quotes About Curiosity, Study & ExperienceLifeLife AdviceLife LessonsMeaning of Life Quotes About What Makes Life MatterMindMindsetMotivation For LifePersonal GrowthSelf ImprovementThinking Quotes About Reasoning, Reflection & JudgmentUnderstandingIntelligence
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experience, intellectual attainments, the practice of seeing to the bottom of things, and so a perfect mental vision, form in themselves a mass which continues to increase in size
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“experience, intellectual attainments, the practice of seeing to the bottom of things, and so a perfect mental vision, form in themselves a mass which continues to increase in size”

Arthur Schopenhauer · Counsels and Maxims · 1851
Meaning & context

Schopenhauer describes accumulated experience and practiced inquiry as resources that can continue growing even while other capacities change with age.

Source details

Counsels and Maxims, T. Bailey Saunders translation; Project Gutenberg #10715. The passage appears in an age-related comparison of intellectual powers and accumulated material.

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If a man will begin with certainties, he shall end in doubts; but if he will be content to begin with doubts, he shall end in certainties.
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“If a man will begin with certainties, he shall end in doubts; but if he will be content to begin with doubts, he shall end in certainties.”

Francis Bacon · The Advancement of Learning · 1605
Meaning & context

Intellectual confidence can be improved by beginning with questions rather than pretending certainty too early.

Source details

The Advancement of Learning, First Book, Project Gutenberg #5500, transcribed from the 1893 Cassell & Company edition. Bacon contrasts impatience of doubt with mature suspension of judgment and then sets out two ways of contemplation before saying that beginning with certainties ends in doubts while beginning with doubts can end in certainties. It remains early-modern epistemological argument rather than a modern experimental rule for scientific method.

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all progress of mind consists for the most part in differentiation, in the resolution of an obscure and complex object into its component aspects
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“all progress of mind consists for the most part in differentiation, in the resolution of an obscure and complex object into its component aspects”

Walter Pater · Appreciations, with an Essay on Style · 1889
Meaning & context

Pater describes intellectual progress as learning to distinguish parts within what initially seems confused, a method that makes clearer categories and more exact judgment possible.

Source details

Appreciations, with an Essay on Style, essay “Style,” printed page 5 in the standard Macmillan 1910 Library Edition pagination reproduced by Project Gutenberg #4037. “all progress of mind consists for the most part in differentiation...” opens Pater’s argument by distinguishing prose, verse and poetry. This is literary-aesthetic criticism, not a modern experimental claim about cognition or learning.

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Our errors are surely not such awfully solemn things.
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“Our errors are surely not such awfully solemn things.”

William James · The Will to Believe, and Other Essays in Popular Philosophy · 1897
Meaning & context

James resists treating every possible intellectual mistake as catastrophic, because an excessive fear of error can itself prevent inquiry, experience and the possibility of gaining truth.

Source details

The Will to Believe, essay “The Will to Believe”; Project Gutenberg #26659. James is contrasting the risk of being mistaken with the cost of refusing every uncertain intellectual venture.

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it is only when he has turned it over that he can be said to know it.
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“it is only when he has turned it over that he can be said to know it.”

Arthur Schopenhauer · The Art of Literature · 1851
Meaning & context

Learning becomes knowledge, in this account, when material has been actively reconsidered and integrated rather than merely encountered or memorized.

Source details

The Art of Literature, section “On Thinking for Oneself,” T. Bailey Saunders translation; Project Gutenberg #10714. The preceding sentence says a person must first learn something before turning it over in the mind.

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With the first word I used intelligently, I learned to live, to think, to hope.
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“With the first word I used intelligently, I learned to live, to think, to hope.”

Helen Keller · Optimism: An Essay · 1903
Meaning & context

Language is remembered as opening several capacities at once—thought, hope and a fuller experience of living—rather than merely adding a vocabulary item.

Source details

Optimism: An Essay (1903), Project Gutenberg #31622. Keller is reflecting on her own early experience of language and education.

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