
First address to Congress (24 February 2009)
2009
Source: Break-Out from the Crystal Palace (1974), p. 34
First address to Congress (24 February 2009)
2009
Maiden speech to Parliament https://www.theyworkforyou.com/debates/?id=1997-06-02a.59.0 (02 June 1997)
Number 7 in the sum and substance of the Share our Wealth program (1935); quoted in Hugh Davis Graham, Huey Long (1970), p. 74.
Source: Education in the New Age (1954), p.50
“Miscellaneous Observations,” Philosophical Writings, M. Stolijar, trans. (Albany: 1997) #48
“From the very beginning of his education, the child should experience the joy of discovery.”
Grade die Individualität ist das Ursprüngliche und Ewige im Menschen; an der Personalität ist so viel nicht gelegen. Die Bildung und Entwicklung dieser Individualität als höchsten Beruf zu treiben, wäre ein göttlicher Egoismus.
“Selected Ideas (1799-1800)”, Dialogue on Poetry and Literary Aphorisms, Ernst Behler and Roman Struc, trans. (Pennsylvania University Press:1968) # 60
Source: The Moral Judgment of the Child (1932), Ch. 2 : Adult Constraint and Moral Realism <!-- p. 133 -->
Context: It is when the child is accustomed to act from the point of view of those around him, when he tries to please rather than to obey, that he will judge in terms of intentions. So that taking intentions into account presupposes cooperation and mutual respect. Only those who have children of their own know how difficult it is to put this into practice. Such is the prestige of parents in the eyes of the very young child, that even if they lay down nothing in the form of general duties, their wishes act as law and thus give rise automatically to moral realism (independently, of course, of the manner in which the child eventually carries out these desires). In order to remove all traces of moral realism, one must place oneself on the child's own level, and give him a feeling of equality by laying stress on one's own obligations and one's own deficiencies. In this way the child will find himself in the presence, not of a system of commands requiring ritualistic and external obedience, but of a system of social relations such that everyone does his best to obey the same obligations, and does so out of mutual respect. The passage from obedience to cooperation thus marks a progress analogous to that of which we saw the effects in the evolution of the game of marbles: only in the final stage does the morality of intention triumph over the morality of objective responsibility.
When parents do not trouble about such considerations as these, when they issue contradictory commands and are inconsistent in the punishments they inflict, then, obviously, it is not because of moral constraint but in spite of and as a reaction against it that the concern with intentions develops in the child. Here is a child, who, in his desire to please, happens to break something and is snubbed for his pains, or who in general sees his actions judged otherwise than he judges them himself. It is obvious that after more or less brief periods of submission, during which he accepts every verdict, even those that are wrong, he will begin to feel the injustice of it all. Such situations can lead to revolt. But if, on the contrary, the child finds in his brothers and sisters or in his playmates a form of society which develops his desire for cooperation and mutual sympathy, then a new type of morality will be created in him, a morality of reciprocity and not of obedience. This is the true morality of intention and of subjective responsibility. <!--
In short, whether parents succeed in embodying it in family life or whether it takes root in spite of and in opposition to them, it is always cooperation that gives intention precedence over literalism, just as it was unilateral respect that inevitably provoked moral realism. Actually, of course, there are innumerable intermediate stages between these two attitudes of obedience and collaboration, but it is useful for the purposes of analysis to emphasize the real opposition that exists between them.