Meaning: This quote by Albert Nock, the American libertarian author and social critic, presents a thought-provoking reflection on the dichotomy between learning and forgetting, and the impact of this dichotomy on the development of culture. Nock suggests that while society places great emphasis on the acquisition of knowledge and learning, it often overlooks the significance of forgetting, leading to the rise of pedantry at the expense of true cultural development.

The first part of the quote, "Learning has always been made much of, but forgetting has always been deprecated," highlights the societal emphasis on the value of learning and knowledge acquisition. Throughout history, education and the pursuit of knowledge have been highly esteemed and promoted as essential for personal and societal development. However, the second part of the quote, "therefore pedantry has pretty well established itself throughout the modern world at the expense of culture," draws attention to the negative consequences of prioritizing learning over forgetting. Nock argues that this imbalance has led to the proliferation of pedantry, or an excessive concern with minor details and rules, which has hindered the genuine cultivation of culture.

Nock's assertion that pedantry has established itself at the expense of culture raises important questions about the nature of true cultural development. Culture encompasses the shared beliefs, customs, and artistic expressions of a society, reflecting its values and identity. However, Nock suggests that the prevalence of pedantry, characterized by a narrow focus on superficial knowledge and adherence to rigid rules, has impeded the organic and meaningful evolution of culture. Instead of fostering creativity, critical thinking, and genuine understanding, an environment dominated by pedantry may lead to the stagnation and distortion of cultural expression.

Furthermore, Nock's critique of the modern world implies that the impact of pedantry on culture has become particularly pronounced in contemporary society. With the proliferation of standardized education, emphasis on test scores, and the commodification of knowledge, there is a risk of prioritizing rote memorization and superficial learning over deep understanding and critical engagement with ideas. In such a context, the deprecation of forgetting may contribute to a culture that values accumulation of information over the ability to synthesize, evaluate, and apply knowledge in meaningful ways.

Moreover, Nock's observation prompts consideration of the role of forgetting in the process of cultural evolution and individual growth. While the act of forgetting is often viewed negatively as a failure of memory or understanding, it also plays a crucial role in shaping human experiences and cultural development. Forgetting allows for the reevaluation of past assumptions, the synthesis of new ideas, and the adaptation to changing circumstances. It is through the selective process of forgetting that individuals and societies are able to discern what is truly essential and meaningful, thereby contributing to the richness and vitality of culture.

In conclusion, Albert Nock's quote provides a thought-provoking commentary on the relationship between learning, forgetting, pedantry, and culture. It challenges the prevailing emphasis on knowledge acquisition and the deprecation of forgetting, highlighting the potential consequences of this imbalance on the genuine cultivation of culture. Nock's insight serves as a reminder of the importance of embracing both learning and forgetting in order to foster a culture that is dynamic, inclusive, and reflective of the complexities of human experience.