Source: 1970s, Organizational Analysis: A Sociological View, 1970, p. 34
The Election in November 1860 (1860)
The Divine Commodity: Discovering A Faith Beyond Consumer Christianity (2009, Zondervan)
Psychedelic Society (1984)
Context: I believe that liberation, or let's even say, decency as a human quality, is an actual resonance and anticipation of this future perfected state of humanity. We can will the perfect future into being by becoming microcosms of the perfect future, and no longer casting blame outward on institutions or hierarchies of responsibility and control, but by realizing the opportunities here, the responsibilities here, and the two may never be congruent again, and the salvation of your immortal soul may depend on what you do with the opportunity.
Silence is a Commons (1982)
Context: A transformation of the environment from a commons to a productive resource constitutes the most fundamental form of environmental degradation. This degradation has a long history, which coincides with the history of capitalism but can in no way just be reduced to it. Unfortunately the importance of this transformation has been overlooked or belittled by political ecology so far. It needs to be recognized if we are to organize defense movements of what remains of the commons. This defense constitutes the crucial public task for political action during the eighties. The task must be undertaken urgently because commons can exist without police, but resources cannot. Just as traffic does, computers call for police, and for ever more of them, and in ever more subtle forms.
By definition, resources call for defense by police. Once they are defended, their recovery as commons becomes increasingly difficult. This is a special reason for urgency.
Source: Power Without Property, 1959, p. 75; As cited in: Richard Brinkman (2013) Corporate Pharaohs: A Vicious Circle of Globalization. p. 249.
Source: Exploring the Crack In the Cosmic Egg (1974), p. 9-10
Language Education in a Knowledge Context (1980)
Context: Definitions, like questions and metaphors, are instruments for thinking. Their authority rests entirely on their usefulness, not their correctness. We use definitions in order to delineate problems we wish to investigate, or to further interests we wish to promote. In other words, we invent definitions and discard them as suits our purposes. And yet, one gets the impression that... God has provided us with definitions from which we depart at the risk of losing our immortal souls. This is the belief that I have elsewhere called "definition tyranny," which may be defined... as the process of accepting without criticism someone else's definition of a word or a problem or a situation. I can think of no better method of freeing students from this obstruction of the mind than to provide them with alternative definitions of every concept and term with which they must deal in a subject. Whether it be "molecule," "fact," "law," "art," "wealth," "gene," or whatever, it is essential that students understand that definitions are hypotheses, and that embedded in them is a particular philosophical, sociological, or epistemological point of view.
