By Sarah Oliveira
Throughout history, knowledge and curiosity have been recognized as fundamental forces that guide human improvements and drive social change. Along with the pursuit of knowledge, comes the power of education—a “privilege” not afforded to all, that has been withheld from marginalized groups countless of times as a means of maintaining power and control. Society’s original intentions for education were to elevate individuals and provide them with the ability to navigate the world. However, with careful manipulation, it has been used as a tool of exclusion, shaping who is allowed to learn and who is kept in the dark. In Tara Westover’s memoir Educated, education is portrayed as something inaccessible, yet also as an invaluable tool for freedom and self-discovery. Throughout the book, Tara grapples with difficult decisions surrounding her future and the pursuit of education, as she balances her own aspirations with the oppressive control of her family. This definite tension between education as a source of liberation and struggle is also reflected in two vastly different artworks, showcasing knowledge as both a privilege and a struggle. In 1511, renowned Renaissance artist, Raphael Sanzio, produced a piece titled School of Athens, glorifying education as an idealized pursuit where many scholars freely engage in intellectual discussions and exchange relevant ideas of the time.Comparatively, in 1953, John Bigger painted a mural named Contribution of Negro Women to American Life and Education, depicting knowledge as something that is actively fought for, emphasizing the foundational barriers present in the way of education in the context of African American racial injustice. Together, these images contrast the realities of knowledge, where one is seen as an inherited privilege, and the other as a denied opportunity, revealing the true power behind education as it influences individual freedom and social progress.
Between the two paintings, there is a vivid contrast in the perception of community involvement in education, as they both differ between solitary and collective learning. Collaboration and intellectual exchange are central to the School of Athens painting, with several people gathered in one space, uniquely debating the dilemmas of education of the Renaissance era. Raphael’s intentional placement of Plato and Aristotle above the multitude of people, and the grand architecture that surrounds them, symbolizes the wisdom available to those privileged to be within the intellectual community. Indicated by strong facial expressions and direct hand gestures, every figure appears to be deeply involved in the exchange of ideas, reinforcing the philosophy that knowledge is best cultivated through open debate and collaboration. The repetition of clustered people symbolizes the unifying aspects of education, with each group representing a different discipline and diverse ways of learning. In contrast to the communal environment in Raphael’s art, Bigger’s muralportrays education as something that is actively being fought for in isolation. The woman reading alone amidst the bustling environment around her, represents great determination to seek literacy as she endures the lonely fight for access to education, in a world where it is not guaranteed. Her kneeling posture and the sleeping baby, emphasize the vulnerability that comes with seeking equal rights that is often overlooked by an internal drive, pushing for change and valuing learning despite isolation. In turn, both paintings reveal that regardless of whether it is sought out in collaboration with others or simply by oneself, the pursuit of education is a fundamental human desire that will transcend obstacles such as slavery and racial oppression.
Through the intentional use of books and written works, both artists highlight the power of knowledge as a transformative force in society, despite their vastly different circumstances and time periods. In Raphael’s mural, books and scrolls are pictured several times scattered around the painting, as a symbol of inheritance of knowledge that is effortlessly present and shared among individuals who already belong to the “intellectual elite.” These works of literature and mathematics are exchanged and debated amongst the people, reinforcing the idea that knowledge is abundant and readily available to those in privileged educational spaces. Unlike the School of Athens, where knowledge is expressed as accessible, the Contribution of Negro Women to American Life and Education, treats literature as something special and fragile, as the woman projects all her focus to the book and mutes the commotion around her. In close inspection of the image, it is notable that the book in the woman’s possession, is the work of Philis Wheatley, the first Black woman poet (Sheridan). She clutches the book and handles it as a weapon for protection and defiance, as if knowledge itself must be guarded. As someone who overcame systemic barriers to education, Wheatley’s presence instills the idea that despite adversity, access to education is within reach to those who relentlessly pursue it. The inclusion of the petition and it’s demand for “public education” and “equal rights for women,” strengthens this narrative, connecting education to activism, as it empowers individuals to take on the fight for social and educational equality. Ultimately, the two images are vastly different in that the School of Athens highlights education as an inherited right, casting a positive light on the repetition of literary elements in the mural, while Bigger’s image depicts it as a struggle defined by great perseverance and exclusion. However, both underscore the importance of books and literature, not only as a gateway to knowledge, but as one to freedom.
The Renaissance was a period of immense intellectual awakening, where people sought enlightenment through art, science, and philosophy; differing greatly with the time of segregation and oppression depicted in Bigger’s painting. Raphael’s painting embodies the pursuit of knowledge, not only in the interaction of famous philosophers and mathematicians, but in the composition of the painting itself. The clear sky behind Aristotle and Plato glows softly with hints of natural light, giving them an almost angelic presence among the others, and reinforcing their roles in guiding the pursuit of knowledge. The overall color scheme is ethereal, with warm tones, flowing garments in soft pastels and radiant whites, coming together to create a surreal atmosphere where education seems limitless and seamlessly integrated into the world. Though enlightenment is the very essence of Raphael’s painting, Bigger’s art does not depict it as effortless or divine, but rather as something nearly out of reach. Distinct elements such as the book and petition are a stark white, drawing attention from viewers and contrasting with other darker and muted elements of the painting. This reveals the present sense of hope, despite the lack of available resources for education which became a critical aspect of change for African Americans. W.E.B DuBois, a fierce advocate for Black education once said, “Education must not simply teach work—it must teach life.” His words reflect the reality captured in the image where education is not merely meant for societal advancement but as a tool for survival and self-empowerment. For many years education remained restricted to African Americans because those in power, particularly white elites, understood the influence and liberation it would bring to the oppressed. Though both images highlight this definite power, the School of Athens naturally radiates knowledge from its warm and luminous composition, while the second image must force these elements to make them stand out as “enlightenment” against the dark backdrop.
The definite contrast between the two images reveals more than just different artistic styles; it reflects the vastly different realities of education throughout history and highlights the fundamental truth that it is never just about learning. Instead, knowledge is a force that can liberate, empower, and alter people’s lives regardless of their social context. Whether education is something readily available or scarce, its effects are timeless and perennial, allowing for a constant renewal of beliefs and empowering the human race to evolve. Even in modern society, the fight for education persists, proving that knowledge remains one of the most valuable and contested forces in human history.
Works Cited
Bigger, John. Contribution of Negro Women to American Life and Education. 1953. Fine Art Conservation Laboratories, https://www.fineartconservationlab.com/murals/mural-conservation-of-the-contribution-of-negro-women-in-american-life-and-education-a-national-treasure-in-houston-tx/.
Dubois, W.E.B. “W.E.B. Dubois ‘The Talented Tenth’ (1903).” New Jersey State Library, 6 Dec. 2024, www.njstatelib.org/research_library/new_jersey_resources/highlights/african_american_history_curriculum/unit_8_rise_of_jim_crow/talented_tenth/.
Sanzio, Raffaello. School of Athens. (1511). Musei Vaticani, https://www.museivaticani.va/content/museivaticani/en/collezioni/musei/stanze-di-raffaello/stanza-della-segnatura/scuola-di-atene.html.
Sheridan, Stephanie. “Phillis Wheatley: Her Life, Poetry, and Legacy.” National Portrait Gallery, Smithsonian, 27 Mar. 2014, npg.si.edu/blog/phillis-wheatley-her-life-poetry-and-legacy.
Westover, Tara. Educated: A Memoir. Random House, 2022.
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