Pt. III : The Positive Aspect of Ambiguity http://www.marxists.org/reference/subject/ethics/de-beauvoir/ambiguity/ch03.htm#s2, Ch. 1 : The Aesthetic Attitude
The Ethics of Ambiguity (1947)
Context: We must not confuse the present with the past. With regard to the past, no further action is possible. There have been war, plague, scandal, and treason, and there is no way of our preventing their having taken place; the executioner became an executioner and the victim underwent his fate as a victim without us; all that we can do is to reveal it, to integrate it into the human heritage, to raise it to the dignity of the aesthetic existence which bears within itself its finality; but first this history had to occur: it occurred as scandal, revolt, crime, or sacrifice, and we were able to try to save it only because it first offered us a form. Today must also exist before being confirmed in its existence: its destination in such a way that everything about it already seemed justified and that there was no more of it to reject, then there would also be nothing to say about it, for no form would take shape in it; it is revealed only through rejection, desire, hate and love. In order for the artist to have a world to express he must first be situated in this world, oppressed or oppressing, resigned or rebellious, a man among men. But at the heart of his existence he finds the exigency which is common to all men; he must first will freedom within himself and universally; he must try to conquer it: in the light of this project situations are graded and reasons for acting are made manifest.
Source: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 4, Unity for Liberation
Source: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 1, The Banking Concept of Education
Source: How Europe Underdeveloped Africa (1972), p. 205.
Context: But what is relevant here is to understand why a Shaka was possible in Africa in the nineteenth century, before the coming of colonial rule. Had Shaka been a slave to some cotton planter in Mississippi or some sugar planter in Jamaica, he might have had an ear or a hand chopped off for being a “recalcitrant nigger,” or at best he might have distinguished himself in leading a slave revolt. For the only great men among the unfree and the oppressed are those who struggle to destroy the oppressor. On a slave plantation, Shaka would not have built a Zulu army and a Zulu state—that much is certain. Nor could any African build anything during the colonial period, however much a genius he may have been. As it was, Shaka was a herdsman and a warrior. As a youth, he tended cattle on the open plains—free to develop his own potential and apply it to his environment. Shaka was able to invest his talents and creative energies in a worthwhile endeavor of construction. He was not concerned with fighting for or against slave traders; he was not concerned with the problem of how to resell goods made in Sweden and France. He was concerned with how to develop the Zulu area within the limits imposed by his people’s resources. It must be recognized that things such as military techniques were responses to real needs, that the work of the individual originates in and is backed by the action of society as a whole, and that whatever was achieved by any one leader must have been bounded by historical circumstances and the level of development, which determine the extent to which an individual can first discover, then augment, and then display his potential.
in such a way that the despot does not realize that he is aiding his Lord and avenging the blood of the oppressed upon those who had tormented them. This is apparent today, and in some stations it is being implemented. Know for a certainty that the Lord of the world without any doubt knows the tyrant from the good monarch. Rather, everything he does is for the sake of some wisdom, and he knows more about the final outcome of such matters.
Treatise on Kingship
Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)
Source: "Black Women's Manifesto; Double Jeopardy: To Be Black and Female" (1969)
"Tribeca Film Festival Interview: John and James Cromwell of A .45 at 50th" http://www.huffingtonpost.com/cynthia-ellis/tribeca-film-festival-int_b_561477.html by Cynthia Ellis, in HuffingtonPost.com (4 July 2010)
“When men are oppressed, it's a tragedy. When women are oppressed, it's tradition.”
Source: Deborah, Golda, and Me: Being Female and Jewish in America
“Order it wrong and choice is oppressive; order it right and it’s liberating.”
Source: The Long Tail: Why the Future of Business Is Selling Less of More (2006), Ch. 10, p. 174
Source: The Wealth of Nations (1776), Book I, Chapter XI, Part III, Conclusion of the Chapter, p. 292.
Context: The proposal of any new law or regulation of commerce which comes from this order, ought always to be listened to with great precaution, and ought never to be adopted till after having been long and carefully examined, not only with the most scrupulous, but with the most suspicious attention. It comes from an order of men, whose interest is never exactly the same with that of the public, who have generally an interest to deceive and even to oppress the public, and who accordingly have, upon many occasions, both deceived and oppressed it.
