“Learning an imposed method seemed not in my nature”

Source: 1970s, Ecodynamics: A New Theory Of Societal Evolution, 1978, p. 21 as cited in: W.R. Brown and M.J. Schaefermeyer (1980) "Progress in communication as a social science". In: Dan Nimmo eds. Communication Yearbook 4. p. 38

Source: The Light of Day (1900), Ch. IV: Natural Versus Supernatural

Letter to the Grand Duchess Christina (1615)
Context: Nature … is inexorable and immutable; she never transgresses the laws imposed upon her, or cares a whit whether her abstruse reasons and methods of operation are understandable to men. For that reason it appears that nothing physical which sense-experience sets before our eyes, or which necessary demonstrations prove to us, ought to be called in question (much less condemned) upon the testimony of biblical passages which may have some different meaning beneath their words. For the Bible is not chained in every expression to conditions as strict as those which govern all physical effects; nor is God any less excellently revealed in Nature's actions than in the sacred statements of the Bible.<!-- ¶18

Source: Practical Mysticism (1914), Chapter VIII, The Second Form Of Contemplation, p. 140

A Path to Freedom (2010), p. 14
Context: There is no British Government anymore in Ireland. It is gone. It is no longer the enemy. We have now a native government, constitutionally elected, and it is the duty of every Irish man and woman to obey it. Anyone who fails to obey is an enemy of the people and must expect to be treated as such. We have to learn that attitudes and actions which were justifiable when directed against alien administration, holding its position by force, are wholly unjustifiable against a native government which exists only to carry out the people's will, and can be changed the moment it ceases to do so. We have to learn that freedom imposes responsibilities.

Teaching as a Subversive Activity (1969)
Context: If every college teacher taught his courses in the manner we have suggested, there would be no needs for a methods course. Every course would be a course in methods of learning and, therefore, in methods of teaching. For example, a "literature" course would be a course in the process of learning how to read. A history course would be a course in the process of learning how to do history. And so on. But this is the most farfetched possibility of all since college teachers, generally speaking, are more fixated on the Trivia game, than any group of teachers in the educational hierarchy. Thus we are left with the hope that, if methods courses could be redesigned to be model learning environments, the educational revolution might begin. In other words, it will begin as soon as there are enough young teachers who sufficiently despise the crippling environments they are employed to supervise to want to subvert them. The revolution will begin to be visible when such teachers take the following steps (many students who have been through the course we have described do not regard these as "impractical"): 1. Eliminate all conventional "tests" and "testing." 2. Eliminate all "courses." 3. Eliminate all "requirements." 4. Eliminate all full time administrators and administrations. 5. Eliminate all restrictions that confine learners to sitting still in boxes inside of boxes.... the conditions we want to eliminate... happen to be the sources of the most common obstacles to learning. We have largely trapped ourselves in our schools into expending almost all of our energies and resources in the direction of preserving patterns and procedures that make no sense even in their own terms. They simply do not produce the results that are claimed as their justification in the first place — quite the contrary. If it is practical to persist in subsidizing at an ever-increasing social cost a system which condemns our youth to ten or 12 or 16 years of servitude in a totalitarian environment ostensibly for the purpose of training them to be fully functioning, self-renewing citizens of democracy, then we are vulnerable to whatever criticisms that can be leveled.

Le temps et l’espace... Ce n’est pas la nature qui nous les impose, c’est nous qui les imposons à la nature parce que nous les trouvons commodes.
Introduction, p. 13
The Value of Science (1905)

Source: The Selfish Gene (1976, 1989), Ch. 7. Family planning

2000s, 2006, United Nations General Assembly speech (September 2006)
Context: Freedom, by its nature, cannot be imposed. It must be chosen. From Beirut to Baghdad, people are making the choice for freedom. And the nations gathered in this chamber must make a choice, as well: Will we support the moderates and reformers who are working for change across the Middle East—or will we yield the future to the terrorists and extremists? America has made its choice: We will stand with the moderates and reformers.