“Love is basic for the very survival of mankind.”

Self-quoted in The Whitlam Government 1972–1975 by Gough Whitlam

Source: Emotional amoral egoism (2008), p.15

Quoted when donating 15,000 COVID-19 Vaccine doses to the government of Uganda.
2020s
Source: [2021-03-10, Tycoon Kiggundu donates sh530m to procure Covid-19 vaccine, https://www.newvision.co.ug/articledetails/107712, 2021-10-03, New Vision, en-US]

From "Atomic Education Urged by Einstein" https://web.archive.org/web/20140622171150/http://www.turnthetide.info/id54.htm, New York Times (25 May 1946), and later quoted in the article "The Real Problem is in the Hearts of Man" by Michael Amrine, from the New York Times Magazine (23 June 1946). A slightly modified version of the 23 June article was reprinted in Einstein on Peace by Otto Nathan and Heinz Norden (1960), and it was also reprinted in Einstein on Politics by David E. Rowe and Robert Schulmann (2007), p. 383.
In The New Quotable Einstein (2005), editor Alice Calaprice suggests that two quotes attributed to Einstein which she could not find sources for, "The significant problems we face cannot be solved at the same level of thinking we were at when we created them" and "The world we have created today as a result of our thinking thus far has problems which cannot be solved by thinking the way we thought when we created them," may both be paraphrases of the 1946 quote above. A similar unsourced variant is "The world we have created is a product of our thinking; it cannot be changed without changing our thinking."
In the 23 June article Einstein expanded somewhat on the original quote from the 25 May article:
: Many persons have inquired concerning a recent message of mine that "a new type of thinking is essential if mankind is to survive and move to higher levels."
: Often in evolutionary processes a species must adapt to new conditions in order to survive. Today the atomic bomb has altered profoundly the nature of the world as we knew it, and the human race consequently finds itself in a new habitat to which it must adapt its thinking.
: In the light of new knowledge, a world authority and an eventual world state are not just desirable in the name of brotherhood, they are necessary for survival. In previous ages a nation's life and culture could be protected to some extent by the growth of armies in national competition. Today we must abandon competition and secure cooperation. This must be the central fact in all our considerations of international affairs; otherwise we face certain disaster. Past thinking and methods did not prevent world wars. Future thinking must prevent wars.
1940s

Address to the United Nations (1963)
Context: Twenty-seven years ago, as Emperor of Ethiopia, I mounted the rostrum in Geneva, Switzerland, to address the League of Nations and to appeal for relief from the destruction which had been unleashed against my defenceless nation, by the Fascist invader.
I spoke then both to and for the conscience of the world. My words went unheeded, but history testifies to the accuracy of the warning that I gave in 1936. Today, I stand before the world organization which has succeeded to the mantle discarded by its discredited predecessor. In this body is enshrined the principle of collective security which I unsuccessfully invoked at Geneva. Here, in this Assembly, reposes the best — perhaps the last — hope for the peaceful survival of mankind.

Teaching as a Subversive Activity (1969)
Context: The BASIC FUNCTION of all education, even in the most traditional sense, is to increase the survival prospects of the group. If this function is fulfilled, the group survives. If not, it doesn't. There have been times when this function was not fulfilled, and groups (some of them we even call "civilizations") disappeared. Generally, this resulted from changes in the kind of threats the group faced. The threats changed, but the education did not, and so the group, in a way, "disappeared itself" (to use a phrase from Catch-22). The tendency seems to be for most "educational" systems, from patterns of training in "primitive" tribal societies to school systems in technological societies, to fall imperceptibly into a role devoted exclusively to the conservation of old ideas, concepts, attitudes, skills, and perceptions. This happens largely because of the unconsciously held belief that these old ways of thinking and doing are necessary to the survival of the group. …Survival in a stable environment depends almost entirely on remembering the strategies for survival that have been developed in the past, and so the conservation and transmission of these becomes the primary mission of education. But, a paradoxical situation develops when change becomes the primary characteristic of the environment. Then the task turns inside out — survival in a rapidly changing environment depends almost entirely upon being able to identify which of the old concepts are relevant to the demands imposed by the new threats to survival, and which are not. Then a new educational task becomes critical: getting the group to unlearn (to "forget") the irrelevant concepts as a prior condition of learning. What we are saying is that the "selective forgetting" is necessary for survival.