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Margaret Mead: 266 quotes28 likes

“Sooner or later I'm going to die, but I'm not going to retire.”

Margaret Mead

Interviewed in Los Angeles on the occasion of her 75th birthday, December 1976, as quoted in Newsweek Vol. 88, p. 157
1970s

“Learned behaviors have replaced the biologically given ones.”

Margaret Mead

Source: 1940s, Male and Female (1949), p. 161

“I think it was my grandmother who gave me my ease in being a woman. She was unquestionably feminine — small and dainty and pretty and wholly without masculine protest or feminist aggrievement. She had gone to college when this was a very unusual thing for a girl to do, she had a very firm grasp of anything she paid attention to, she had married and had a child, and she a career of her own. All this was true of my mother as well. But my mother was filled with passionate resentment about the condition of women, as perhaps my grandmother might have been had my grandfather lived and had she borne five children and had little opportunity to use her special gifts and training. As it was, the two women I knew best were mothers and had professional training. So I had no reason to doubt that brains were suitable for a woman. And as I had my father's kind of mind — which was also his mother's — I learned that the mind is not sex-typed.”

Margaret Mead

Source: 1970s, Blackberry Winter, 1972, p. 54-55

“The differences between the two sexes is one of the important conditions upon which we have built the many varieties of human culture that give human beings dignity and stature.”

Margaret Mead

Source: 1940s, Male and Female (1949), p. 7

“The way to do fieldwork is never to come up for air until it is all over.”

Margaret Mead

Attributed in Simpson's Contemporary Quotations (1992) edited by James B. Simpson, p. 142
1990s

“In contrast to our own social environment which brings out different aspects of human nature and often demonstrated that behavior which occurs almost invariably in individuals within our society is nevertheless due not to original nature but to social environment; and a homogeneous and simple development of the individual may be studied.”

Margaret Mead

Source: 1930s, Growing Up in New Guinea (1930), p. 281, as cited in: Lenora Foerstel, Angela Gilliam (1994) Confronting Margaret Mead: Scholarship, Empire, and the South Pacific. p. 84

“We — mankind — stand at the center of an evolutionary crisis, with a new evolutionary device — our consciousness of the crisis — as our unique contribution.”

Margaret Mead

Source: 1960s, Continuities in Cultural Evolution (1964), p. 3

“During the last hundred years parents and teachers have ceased to take childhood and adolescence for granted. They have attempted to fit education to the needs of the child, rather than to press the child into an inflexible educational mould. To this new task they have been spurred by two forces, the growth of the science of psychology, and the difficulties and maladjustments of youth.”

Margaret Mead

Source: 1920s, Coming of Age in Samoa (1928), p. 1, Opening of introduction

“It has been a woman's task throughout history to go on believing in life when there was almost no hope. lf we are united, we may be able to produce a world in which our children and other people's children will be safe.”

Margaret Mead

Margaret Mead (1978) cited in: United States. National Commission on the Observance of International Women's Year The spirit of Houston: the First National Women's Conference. Vol. 84, Nr 1978, p. 153
1970s

“In this book I am concerned with certain kinds of communication: communication between parents and children, between associates of the same status, between members of different societies and, through the mediation of various kinds of coding—tools, art, script, formulas, film—between cultures distant from each other in time and place. I shall be concerned to show that we must deal not only with evolutionary sequences, in which our ability to articulate and codify parts of the culture enormously increases our ability to intervene in the cultural process, but also with the coexistence at any period of history of earlier forms of communication side by side with later ones.”

Margaret Mead

Source: 1960s, Continuities in Cultural Evolution (1964), p. xxxi

“Our treatment of both older [people and children] reflects the value we place on independence and autonomy. We do our best to make our children independent from birth. We leave them all alone in rooms with the lights out and tell them, Go to sleep by yourselves. And the old people we respect most are the ones who will fight for their independence, who would sooner starve to death than ask for help.”

Margaret Mead

As quoted in "Growing Old in America" by Grace Hechinger, in Family Circle magazine (25 July 25 1977)
1970s

“With the exception of the few cases to be discussed in the next chapter, adolescence represented no period of crisis or stress, but was instead an orderly developing of a set of slowly maturing interests and activities. The girls' minds were perplexed by no conflicts, troubled by no philosophical queries, beset by no remote ambitions. To live as a girl with many lovers as long as possible and then to marry in one's own village, near one's own relatives, and to have many children, these were uniform and satisfying ambitions.”

Margaret Mead

Source: 1920s, Coming of Age in Samoa (1928), p. 107

“The institution of marriage in all societies is a pattern within which the strains put by civilization on males and females alike must be resolved, a pattern within which men must learn, in return for a variety of elaborate rewards, new forms in which sexual spontaneity is still possible, and women must learn to discipline their receptivity to a thousand other considerations.”

Margaret Mead

"Male and Female" in Ladies' Home Journal, Vol. 66, (September 1949), p. 36;
1940s

“General systems theory, in a sense, is no news at all, as Von Foerster found out when he attempted to organize a conference of general systems people and anthropologists. In a sense, the situation is comparable to that found by the Committee for the Study of Mankind, in which a committee that included Robert Redfidd tried to get each discipline to consider its relationship to the concept of Mankind. An­thropologists replied, "we are related already," and so they were. Something similar may be said of attempts to date in mathematical anthropology. The kind of information that a computer program can finally provide, on a level of a particular culture, is simply a reflection of how detailed field work has been done, and to the careful field worker, on kinship, for example, it provides no illumination.”

Margaret Mead

Source: 1970s, Changing Styles of Anthropological Work, 1973, p. 8

“Today, as we are coming to understand better the circular processes through which culture is developed and transmitted, we recognize that man's most human characteristic is not his ability to learn, which he shares with many other species, but his ability to teach and store what others have developed and taught him. Learning, which is based on human dependency, is relatively simple. But human capacities for creating elaborate teachable systems, for understanding and utilizing the resources of the natural world, and for governing society and creating and creating imaginary worlds all these are very complex. In the past, men relied on the least elaborate part of the circular system, the dependent learning by children, for continuity of transmission and for the embodiment of the new. Now, with our greater understanding of the process, we must cultivate the most flexible and complex part of the system; the behavior of adults. We must, in fact, teach ourselves how to alter adult behavior so that we can give up postfigurative upbringing, with its tolerated configurative components, and discover prefigurative ways of teaching and learning. We must create new models for adults who can teach their children not what to learn but how to learn and not what they should be committed to, but the value of commitment.”

Margaret Mead

1970s, Culture and commitment, 1970

“Instead of needing lots of children, we need high-quality children.”

Margaret Mead

Attributed to Mead in: Fleur L. Strand (1978) Physiology: a regulatory systems approach. p. 509
1970s

“Chief among our gains must be reckoned this possibility of choice, the recognition of many possible ways of life, where other civilizations have recognized only one. Where other civilizations give a satisfactory outlet to only one temperamental type, be he mystic or soldier, business man or artist, a civilization in which there are many standards offers a possibility of satisfactory adjustment to individuals of many different temperamental types, of diverse gifts and varying interests.”

Margaret Mead

Source: 1920s, Coming of Age in Samoa (1928), p. 274 (1953 edition)

“Because of their age — long training in human relations — for that is what feminine intuition really is — women have a special contribution to make to any group enterprise, and I feel it is up to them to contribute the kinds of awareness that few men… have incorporated through their education.”

Margaret Mead

Source: 1970s, Blackberry Winter, 1972, Ch. 14

“Female animals defending their young are notoriously ferocious and lack the playful delight in combat which characterizes the mock combats of males of the same species. There seems very little ground for claiming that the mother of young children is more peaceful, more responsible, and more thoughtful for the welfare of the human race than is her husband or brother.”

Margaret Mead

Introduction
1940s, Male and Female (1949)

“In this very special form, feedback became part of the jargon of Group Dynamics, which has also assumed many of the characteristics of a cult in the efforts made to conserve some of the rigor of procedure with which Kurt Lewin and the experimentalist, Alex Bavelas, had attempted to imbue it. In this case, far from serving as a catalyzing, high-level theoretical tool, the term feedback has become a jargon-catchall for any kind of report back to government, management, the subjects of an experiment, subjects during an experiment, and so on. Stripped of its intellectual potential, the term knocks about the corridors of Unesco and for the most part those who use it have no idea that this bit of enjoined, Group Dynamic-recommended behavior is in any way related to the forbidding cross-disciplinary integration known as cybernetics.”

Margaret Mead

Source: 1960s, Continuities in Cultural Evolution (1964), p. 273