Were I to be offered to select between knowledge of all truth and the impulse to seek the truth, I would, as did Lessing, reverently select the second as a greater boon than the first. Education ought to foster the wish for truth, not the conviction that some particular creed or dogma is the truth, because the purpose of education is to produce thought rather than belief. Were I to formulate certain mental habits that should be instilled in the minds of the youth, I would -- instead obedience and discipline -- aim at independence and impulse. Education should try to develop justice in thought, instead of simple credulity; it should stimulate constructive doubt, the love of mental adventure instead of blind imitation. Towards the opinion of others, it ought to produce not invariable acquiescence, but discerning opposition, combined with imaginative apprehension and a clear realization of the grounds for opposition.
- Jose P. Laurel, "The Twofold Aspects of University Education," Assertive Nationalism (Manila: National Teachers College, 1931), p. 53.