“We, the Androgynes of the world, have formed this responsible corporate body to demonstrate by our efforts that our physiological and psychological handicaps need be no deterrent in integrating 10% of the world's population towards the constructive social progress of mankind.”

David Packard in: Rushworth M. Kidder (1987), An Agenda for the 21st Century, p. 132

Source: A stakeholder approach to strategic management, 1984, p. 40

Source: The Theosophical Glossary (1892)

Source: The Aquarian Conspiracy (1980), Chapter Nine, Flying and Seeing: New Ways to Learn, p. 279

Teaching as a Subversive Activity (1969)
Context: We have framed... some questions which in our judgement, are responsive to the actual and immediate as against the fancied and future needs of learners in the world as it is (not as it was). … There seemed to be little doubt that, from the point of view of the students, these questions made much more sense than the ones they usually have to memorize the right answers to in school. Contrary to conventional school practice, what that means is that we want to elicit from the students the meanings that they have already stored up so that they may subject these meanings to a testing and verifying, reordering and reclassifying, modifying and extending process. In this process the student is not a passive "recipient"; he becomes an active producer of knowledge. The word "educate" is closely related to the word "educe." In the oldest pedagogic sense of the term, this meant a drawing out of a person something potential or latent. We can after all, learn only in relation to what we already know. Again, contrary to common misconceptions, this means that, if we don't know very much, our capability for learning is not very great. This idea — virtually by itself — requires a major revision in most of the metaphors that shape school policies and procedures.

Source: World views. From Fragmentation to Integration (1994), p. 1; About "The fragmentation of our world"

1920s, Toleration and Liberalism (1925)
Context: It is for these reasons that it seems clear that the results of the war will be lost and we shall only be entering a period of preparation for another conflict unless we can demobilize the racial antagonisms, fears, hatreds, and suspicions, and create an attitude of toleration in the public mind of the peoples of the earth. If our country is to have any position of leadership, I trust it may be in that direction, and I believe that the place where it should begin is at home. Let us cast off our hatreds. Let us candidly accept our treaties and our natural obligations of peace. We know and everyone knows that these old systems, antagonisms, and reliance on force have failed. If the world has made any progress, it has been the result of the development of other ideals. If we are to maintain and perfect our own civilization, if we are to be of any benefit to the rest of mankind, we must turn aside from the thoughts of destruction and cultivate the thoughts of construction. We can not place our main reliance upon material forces. We must reaffirm and reinforce our ancient faith in truth and justice, in charitableness and tolerance. We must make our supreme commitment to the everlasting spiritual forces of life. We must mobilize the conscience of mankind.

Source: The Courage to Create (1975), Ch. 7 : Passion for Form, p. 131
Context: The human imagination leaps to form the whole, to complete the scene in order to make sense of it. The instantaneous way this is done shows how we are driven to construct the remainder of the scene. To fill the gaps is essential if the scene is to have meaning. That we may do this in misleading ways — at times in neurotic or paranoid ways — does not gainsay the central point. Our passion for form expresses our yearning to make the world adequate to our needs and desires, and, more important, to experience ourselves as having significance.

Kōnosuke Matsushita, quoted in: Philip Kotler (2012). Rethinking Marketing: Sustainable Marketing Enterprise in Asia. p. 82.