In spreading his ideas, Plato was willing to employ emotional appeals, state propaganda, and the use of force.

Neither acquiescence in skepticism nor acquiescence in dogma is what education should produce.

Respectability, regularity, and routine - the whole cast-iron discipline of a modern industrial society - have atrophied the artistic impulse, and imprisoned love so that it can no longer be generous and free and creative, but must be either stuffy or furtive.

Almost all education has a political motive: it aims at strengthening some group, national or religious or even social, in the competition with other groups. It is this motive, in the main, which determines the subjects taught, the knowledge offered and the knowledge withheld, and also decides what mental habits the pupils are expected to acquire. Hardly anything is done to foster the inward growth of mind and spirit; in fact, those who have had the most education are very often atrophied in their mental and spiritual life.

A life which goes excessively against natural impulse is... likely to involve effects of strain that may be quite as bad as indulgence in forbidden impulses would have been. People who live a life which is unnatural beyond a point are likely to be filled with envy, malice and uncharitableness.

There can't be a practical reason for believing something that is not true.

It has become a commonplace that aggressiveness also often has its roots in fear. I am inclined to think that this theory has been pushed too far. [...] The type of aggressiveness that is the outcome of timidity is not, I think, that which inspires great leaders; the great leaders, I should say, have an exceptional self-confidence which is not only on the surface, but penetrates deep into the subconscious.