“Aristocrats might shrug, but commoners, dreading any collapse of the social order, wanted the rules of behavior to be observed.”

General Theory of Law and State (1949), I. The Concept of Law, A. Law and Justice, a. Human Behavior as the Objects of Rules

1960s, Operating Manual for Spaceship Earth (1963)
Context: Synergy is the only word in our language that means behavior of whole systems unpredicted by the separately observed behaviors of any of the system's separate parts or any subassembly of the system's parts. There is nothing in the chemistry of a toenail that predicts the existence of a human being.

all this behavior can be more or less plausibly explained as the effects of some humdrum combination of "instinct" or tropism and conditioned response. It is the novel bits of behavior, the acts that couldn't plausibly be accounted for in terms of prior conditioning or training or habit, that speak eloquently of intelligence; but if their very novelty and unrepeatability make them anecdotal and hence inadmissible evidence, how can one proceed to develop the cognitive case for the intelligence of one's target species?
Source: The Intentional Stance (1987), p. 250

On Human Nature (1978), Ch.4 Emergence

Girl, Interrupted (1994)

Teaching as a Subversive Activity (1969)
Context: In order to understand what kind of behaviors classrooms promote, one must become accustomed to observing what, in fact, students actually do in them. What students do in a classroom is what they learn (as Dewey would say), and what they learn to do is the classroom's message (as McLuhan would say). Now, what is it that students do in the classroom? Well, mostly they sit and listen to the teacher. Mostly, they are required to believe in authorities, or at least pretend to such belief when they take tests. Mostly they are required to remember. They are almost never required to make observations, formulate definitions, or perform any intellectual operations that go beyond repeating what someone else says is true. They are rarely encouraged to ask substantive questions, although they are permitted to ask about administrative and technical details. (How long should the paper be? Does spelling count? When is the assignment due?) It is practically unheard of for students to play any role in determining what problems are worth studying or what procedures of inquiry ought to be used. Examine the types of questions teachers ask in classrooms, and you will find that most of them are what might technically be called "convergent questions," but what might more simply be called "Guess what I am thinking " questions.

"Isak Borg" (Victor Sjöström) in Wild Strawberries (1957).
Films

"What Is Justice?" (1952), published in What is Justice? (1957)

Source: Understanding Capitalism: Competition, Command, and Change, 2005, p. 202