“Discipline is a symbol of caring to a child. Discipline is guidance. If there is love, there is no such thing as being too tough with a child.”

Section 1.3 <!-- p. 10 -->
The Crosswicks Journal, A Circle of Quiet (1972)
Context: The concentration of a small child at play is analogous to the concentration of the artist of any discipline. In real play, which is real concentration, the child is not only outside time, he is outside himself. He has thrown himself completely into whatever it is he is doing. A child playing a game, building a sand castle, painting a picture, is completely in what he is doing. His self-consciousness is gone; his consciousness is wholly focused outside himself.

The Untamed Tongue: A Dissenting Dictionary (1990)

Give War a Chance (1992)

Source: Cesar's Way: The Natural, Everyday Guide to Understanding and Correcting Common Dog Problems

McKenna interview (1992)
Context: I love child things because there's so much mystery when you're a child. When you're a child, something as simple as a tree doesn't make sense. You see it in the distance and it looks small, but as you go closer, it seems to grow — you haven't got a handle on the rules when you're a child. We think we understand the rules when we become adults but what we really experienced is a narrowing of the imagination.

Source: Zero Degrees of Empathy: A New Theory of Human Cruelty

Part III : Selection on Education from Kant's other Writings, Ch. I Pedagogical Fragments, # 9
The Educational Theory of Immanuel Kant (1904)
Context: Good and strong will. Mechanism must precede science (learning). Also in morals and religion? Too much discipline makes one narrow and kills proficiency. Politeness belongs, not to discipline, but to polish, and thus comes last.