“...when we have more minds concerned, any challenge shrinks proportionally. The solution to our greatest problems may simply be involvement.”

Source: 1940s, Foundations of Economic Analysis, 1947, Ch. 2 : The Theory of Maximizing Behavior

1900s, The Strenuous Life: Essays and Addresses (1900), The Strenuous Life

Source: Aphorisms and Reflections (1901), p. 230

1960s, Presidential Address, 1969

Review http://www.rogerebert.com/reviews/pleasantville-1998 of Pleasantville (1 October 1998)
Reviews, Four star reviews
Context: In the twilight of the 20th century, here is a comedy to reassure us that there is hope — that the world we see around us represents progress, not decay. Pleasantville, which is one of the year's best and most original films, sneaks up on us. It begins by kidding those old black-and-white sitcoms like "Father Knows Best," it continues by pretending to be a sitcom itself, and it ends as a social commentary of surprising power.
…
The film observes that sometimes pleasant people are pleasant simply because they have never, ever been challenged. That it's scary and dangerous to learn new ways. The movie is like the defeat of the body snatchers: The people in color are like former pod people now freed to move on into the future. We observe that nothing creates fascists like the threat of freedom.
Pleasantville is the kind of parable that encourages us to re-evaluate the good old days and take a fresh look at the new world we so easily dismiss as decadent. Yes, we have more problems. But also more solutions, more opportunities and more freedom. I grew up in the '50s. It was a lot more like the world of Pleasantville than you might imagine. Yes, my house had a picket fence, and dinner was always on the table at a quarter to six, but things were wrong that I didn't even know the words for.

Announcement of the America 2000 Education Strategy (18 April 1991) What Work Requires of Schools Pg 2 http://wdr.doleta.gov/SCANS/whatwork/whatwork.pdf.

Source: 1940s - 1950s, Introduction to Operations Research (1957), p. 8, cited in: R.L. McCown (2001) "Learning to bridge the gap between science-based decision support and the practice of farming". In: Aust. J. Agric. Res., Vol 52, p. 560-561

Source: 1980s, That Benediction is Where You Are (1985), p. 18
Context: From childhood we are trained to have problems. When we are sent to school, we have to learn how to write, how to read, and all the rest of it. How to write becomes a problem to the child. Please follow this carefully. Mathematics becomes a problem, history becomes a problem, as does chemistry. So the child is educated, from childhood, to live with problems — the problem of God, problem of a dozen things. So our brains are conditioned, trained, educated to live with problems. From childhood we have done this. What happens when a brain is educated in problems? It can never solve problems; it can only create more problems. When a brain that is trained to have problems, and to live with problems, solves one problem, in the very solution of that problem, it creates more problems. From childhood we are trained, educated to live with problems and, therefore, being centred in problems, we can never solve any problem completely. It is only the free brain that is not conditioned to problems that can solve problems. It is one of our constant burdens to have problems all the time. Therefore our brains are never quiet, free to observe, to look. So we are asking: Is it possible not to have a single problem but to face problems? But to understand those problems, and to totally resolve them, the brain must be free.