“The deepest craving of human nature is the need to be appreciated.”

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Source: The Character of Physical Law (1965), chapter 2, “The Relation of Mathematics to Physics,” p. 58

John Paul II, General Audience of 27 December 1978 https://www.vatican.va/content/john-paul-ii/en/audiences/1978/documents/hf_jp-ii_aud_19781227.html <br class="br">Other Quotes by Pope John Paul II

"On the Literary Character" (28 October 1813)
The Round Table (1815-1817)

The Rights of Man (1945). London: Geoffrey Bles, pp. 7–8.

Other texts <br class="br">Source: The Great Certainty http://web.archive.org/web/20090723055942/http://olafstapledonarchive.webs.com/thegreatcertainty.html

Source: The Moral Judgment of the Child (1932), Ch. 2 : Adult Constraint and Moral Realism <!-- p. 183 -->
Context: As Bovet has demonstrated in the field of morals, rules do not appear in the mind of the child as innate facts, but as facts that are transmitted to him by his seniors, and to which from his tenderest years he has to conform by means of a sui generis form of adaptation. This, of course, does not prevent some rules from containing more than others an element of rationality, thus corresponding to the deepest fundamental constants of human nature. But whether they be rational or simply a matter of usage and consensus of opinion, rules imposed on the childish mind by adult constraint do begin by presenting a more or less uniform character of exteriority and sheer authority. So that instead of passing smoothly from an early individualism (the "social" element of the first months is only biologically social, so to speak, inside the individual, and therefore individualistic) to a state of progressive cooperation, the child is from his first year onwards in the grip of coercive education which goes straight on and ends by producing what Claprède has so happily called a veritable "short circuit."

Quoted in The Hindu https://www.thehindu.com/education/imperfections-need-to-be-appreciated/article17663614.ece