Sociology

"Its ethic is liberty and its characteristic is autonomy — the freedom of the will from external constraint. It says "I shall..."

"Listen to the desires of your children. Encourage them and then give them the autonomy to make their own decision."

"Τί δὲ καὶ ἀφ’ ἑαυτῶν οὐ κρίνετε τὸ δίκαιον;"

"We are responsible to ourselves for our own existence; consequently we want to be the true helmsman of this existence and refuse to allow our existence to resemble a mindless act of chance."

"Modernized poverty appears when the intensity of market dependence reaches a certain threshold. Subjectively, it is the experience of frustrating affluence which occurs in persons mutilated by their overwhelming reliance on the riches of industrial productivity. Simply, it deprives those affected by it of their freedom and power to act autonomously, to live creatively; it confines them to survival through being plugged into market relations. And precisely because this new impotence is so deeply experienced, it is with difficulty expressed. We are the witnesses of a barely perceptible transformation in ordinary language by which verbs that formerly designated satisfying actions are replaced by nouns that denote packages designed for passive consumption only: for example, "to learn" becomes "acquisition of credits." A profound change in individual and social self-images is here reflected. ... The peculiarly modern inability to use personal endowments, communal life, and environmental resources in an autonomous way infects every aspect of life where a professionally engineered commodity has succeeded in replacing a culturally shaped use-value. The opportunity to experience personal and social satisfaction outside the market is thus destroyed."

"He wants a better product rather than freedom from servitude to it. It is vital that he come to see that the acceleration he demands is self-defeating, and that it must result in a further decline of equity, leisure, and autonomy."

"Just as a man, as a social being, can not in the long run exist without a tie to the community, so the individual will never find the real justification for his existence and his own spiritual and moral autonomy, anywhere except in an extramundane principle capable of relativizing the overpowering influence of external factors."

"Ursus had communicated to Homo a portion of his talents: such as to stand upright, to restrain his rage into sulkiness, to growl instead of howling, etc.; and on his part, the wolf had taught the man what he knew—to do without a roof, without bread and fire, to prefer hunger in the woods to slavery in a palace."

"The deepest problems of modern life derive from the claim of the individual to preserve the autonomy and individuality of his existence in the face of overwhelming social forces, of historical heritage, of external culture and of the technique of life."

"The grimaces on these mocking distorted faces signalize disobedience, opposition and turmoil, as well as a kind of childlike autonomy in the depraved world of adults."

"Sapere aude! Have the courage to use your own understanding."

"The autonomous individual, striving to realize himself and prove his worth, has created all that is great in literature, art, music, science and technology. The autonomous individual, also, when he can neither realize himself nor justify his existence by his own efforts, is a breeding call of frustration, and the seed of the convulsions which shake our world to its foundations."

"Autonomy means that the movement must be truly independent and a free association of all those united around common goals, rather than membership as the result of some oath or other pressure."

"Most business literature still views autonomy as a virtue, as though communication, teamwork, and cooperation were lesser values."

"I, who have the strength and awareness to be my own motive force, will not be the little cog that is overwhelmed, annihilated by the heavy social gears."

"That popular fable of the sot who was picked up dead-drunk in the street, carried to the duke's house, washed and dressed and laid in the duke's bed, and, on his waking, treated with all obsequious ceremony like the duke, and assured that he had been insane, owes its popularity to the fact that it symbolizes so well the state of man, who is in the world a sort of sot, but now and then wakes up, exercises his reason and finds himself a true prince."

"It is so easy to be immature. If I have a book to serve as my understanding, a pastor to serve as my conscience, a physician to determine my diet for me, and so on, I need not exert myself at all. I need not think, if only I can pay: others will readily undertake the irksome work for me. The guardians who have so benevolently taken over the supervision of men have carefully seen to it that the far greatest part of them (including the entire fair sex) regard taking the step to maturity as very dangerous, not to mention difficult. Having first made their domestic livestock dumb, and having carefully made sure that these docile creatures will not take a single step without the go-cart to which they are harnessed, these guardians then show them the danger that threatens them, should they attempt to walk alone. Now this danger is not actually so great, for after falling a few times they would in the end certainly learn to walk; but an example of this kind makes men timid and usually frightens them out of all further attempts."

"A man should learn to detect and watch that gleam of light which flashes across his mind from within more than the lustre of the firmament of bards and sages. Yet he dismisses without notice his own thought, because it is his."

"It is easy in the world to live after the world’s opinion. It is easy in solitude to live after our own. But the great man is he who in the midst of the crowd keeps with perfect sweetness the independence of solitude."

"The upper technologies of knowledge representation and acquisition, autonomy and sociality, support product innovation and provide the beginnings of foundations for knowledge science. Well's dream of a world brain making available all of human knowledge is well on its way to realization and it is in the representation, acquisition, and access and effective application of that knowledge that the commercial potential and socio-economic impact of convergence lies."

"He who feels that in his inmost being he cannot be compared with others, will be his own lawgiver. For one thing is needful: to give style to one’s character. This art is practised by him who, with an eye for the strong and weak sides of his nature, removes from it one quality and another, and then by daily practice and acquired habit replaces them by others which become second nature to him; in other words, he puts himself under restraint in order by degrees to bend his nature entirely to his own law."

"From none but self expect applause; He noblest lives and noblest dies who makes and keeps his self-made laws."

"Anyone whose needs are small seems threatening to the rich, because he’s always ready to escape their control."

"The university ... must be contemptuous of public opinion because it has within it the source of autonomy—the quest for and even discovery of the truth according to nature."

"There cannot be any politics of resistance, aesthetics of emancipation, or prose and poetry of agential autonomy in history for people around the world—nothing except a Starbucks Coffee version of the so-called “Western classics” to go and save them."

"The failing of contemporary criticism is double: Hand in hand with the suppression of aesthetic autonomy, one finds also a growing reluctance to recognize the complex and dynamic temporality of literature."

"Periodization is the disciplinary strategy with which the present establishes its rule over all time and encourages conformism, to the detriment of autonomy, individual and aesthetic."

"Morality is thus the relation of actions to the autonomy of the will, that is, to a possible giving of universal law through its maxims."

"We face a conflict between civilisation and culture, which used to be on the same side. Civilisation means rational reflection, material wellbeing, individual autonomy and ironic self-doubt; culture means a form of life that is customary, collective, passionate, spontaneous, unreflective and irrational."

"Reasoning is one of the highest powers of man. It is a mark of originality and intelligence, and stamps its possessor not a copier but an originator, not a follower but a leader, not a slave, to have his thinking foisted upon him by others, but a free and independent intellect, unshackled by the bonds of ignorance and convention. The man who employs reason in acquiring knowledge, finds delights in study that are denied to a rote memorizer. When one looks at the world through glasses of reason, inquiring into the eternal why, then facts take on a new meaning, knowledge comes with new power, the facts of experience glow with vitality, and one's own relations with them appear in a new light."

"What the philosophers once knew as life has become the sphere of private existence and now of mere consumption, dragged along as an appendage of the process of material production, without autonomy or substance of its own."

"Since 2009, $287 million has been spent on programs aimed at improving morale within the US military, which has shouldered two major overseas combat deployments over the past decade. But these efforts may have been largely fruitless, as 52% of soldiers across all branches remain "pessimistic about their future in the military," according to an April USA Today report."

"A Brookings Institution report notes: "Observers regularly fretted over low morale during the defense drawdown of the 1990s, during the start of the Iraq War, during the Iraq Surge, during the Afghanistan Surge; and at practically all the points in between ... After each report of troop morale hitting 'rock bottom,' troop morale seems to slip lower yet and, still, the military soldiers on.""

"Unit cohesion can be considered a contributor to morale. Manning reviews various definitions of the terms morale and esprit de corps and suggests that morale is best thought of as “the enthusiasm and persistence with which a member of a group engages in the prescribed activities of the group” (Manning, 1994). He suggests that esprit de corps is the counterpart to cohesion at the level of the organization rather than at the level of the primary unit and that cohesion and esprit de corps are each contributors to one’s morale."

"An American general defined morale as "when a soldier thinks his army is the best in the world, his regiment the best in the army, his company the best in the regiment, his squad the best in the company, and that he himself is the best blankety-blank soldier man in the outfit.""

"An official policy statement issued in 1940 by the War Department (predecessor of the Defense Department) said that intermingling the races would "produce situations destructive to morale and detrimental to the preparation for national defense.""

"[M]orale is the spiritual capacity of a people to endure pain and suffering, and not a campaign of bill posters, pep talks and band concerts."

"Sensitive kids expect other kids to be sensitive. When they're not, often the sensitive kid wants to tell the bully how she feels, particularly when they're young and the bullying is verbal. ("You hurt my feelings." "I don't like it when you say that!" "Stop, you're making me upset.") Some parents encourage this, too, believing that if the bully just understood the words or behaviors were hurtful, they'd stop. This is wishful thinking, and works only when you're not dealing with a true bully. True bullies don't have empathy--at least not for your child. They do not care that they've hurt your child's feelings...in fact, that's exactly what they want. So if your child expresses that his feelings are hurt, it's just as good as your child saying, "Way to go! You're accomplishing your goal. Please, keep it up! I might fall apart any second! Get popcorn!""

"It's extremely hard for good people to believe that anyone could be so cruel at heart, especially children. We want to believe just talking to them and helping them understand the effects of their behavior can turn them all around. Some of them can and will learn empathy, sure. Others never will."

"However, for some children, camp can be a nightmare if they experience bullying and they don't feel safe when they are away from home. Bullying thrives in unstructured atmospheres where supervision may feel looser, and camps can provide the perfect atmosphere for bullying to flourish, unfortunately. Kids generally have a lot more free time and possibilities to mingle with each other in camp, as opposed to school. In school, bullying happens about four times more often on the playground versus in the classroom, and camp can be like one giant playground. For example, bullying in camp occurs when supervision is lean: on the way to activities, during shower time, during free play, and when kids are in their cabins and counselors are not readily visible."

"Bullying is meant to humiliate, and it does its job quite well. Often bullied kids are so embarrassed that they don't even want to tell their parents."

"Note that bullies are not typically jealous of the kids they pick on, and they don't usually have low self-esteem. That's another myth- one that experts believed for decades until psychological tests showed that bullies typically had self-esteem to spare. When I was growing up, the stereotype of the bully was an overweight, overaggressive, not very intelligent boy who beat up on others to make himself feel better by proving his physical strength. There are still some of this type of bully out there, sure, but there's a much more dangerous bully type now. Today's bullies are often popular, smart, charming to adults, and have many friends, even if their friendships are based on fear. They maintain their social status by making others objects of scorn and ridicule. To most people, they look like leaders. What bullies may not have is empathy, and that may be the most critical element differentiating them from kids with true leadership skills."

"The thing that makes it so hard to deal with these types of bullies is that they're often hard to recognize, and hard for bystanders to stand up to. People like them. Teachers are amused by them. Coaches value them. Their social skills enable them to sweet-talk and appear innocent to adults, and their peers are terrified of standing up to them when they witness bullying behaviors because they could easily become the next targets. Whether they admit it or not, nearly all kids want to be popular. They want to have friends on the highest rung of the social ladder. They'll rarely contradict or confront a popular kid who's doing something wrong because that would make them "uncool" and likely to lose social status themselves. Because of this, the popular bullies learn that they can get away with anything, and their empathy declines. They feel more and more powerful, and feel contempt for the less powerful kids. They're likely to repeat this pattern throughout life in their workplaces, towns, and families- teaching their kids how to climb the social ladder so they can annihilate the "worthless" kids below them, too. That is part of the reason we have to deal with these issues early when they occur, because the longer kids get away with bullying, the less their empathy kicks in to stop these situations."

"How many times do we hear children speak about their summer being "great" because of their mentors, the counselors? What makes a great summer are the relationships the kids make. Besides friends, they want to feel accepted, loved, cared for, and connected to their staff. From my own work in the bullying arena, one can see where there's an obvious overriding problem: Most of the staff are teenagers and young adults. The average age of a counselor is nineteen to twenty-two, but in many camps, high school students are hired for theses jobs, even if it is in the counselor-in-training format. The potential problem that brings is that these counselors are not very far removed from the prime bullying years in their own lives. They don't necessarily yet have any insight about how to handle bullies, and they're still worried about their own popularity and social standing."

"By now, most of us realize that the adage "Sticks and stones may break my bones, but words will never harm me" is a load of bull. The truth is that broken bones heal. Broken hearts are much harder to mend, and broken spirits can be lifetime handicaps. And parents, no matter how many times you tell your kids, "You're smart and attractive," if all they hear from their peers is "You're stupid and ugly," the latter is what they'll internalize. They don't believe you. You're biased- and besides, you're "old"! You're not going to negate the effects of verbal bullying just by assuring your child that the kids' words aren't true."

"We need to empower the bystanders and witnesses to speak up or go get help, and we need to teach them that silent or laughing or joining in makes them accountable too. If even a single witness reaches out to a victim, the tide can change. Others will join in, and the balance of power shifts. The situation diffuses, and the bullying will cease. How do we teach these skills? By creating caring environments in which all of the different worlds our children inhabit: the home, the school, the neighborhood, the Internet, the playing fields, and all the places in between. Increasing the adult supervision of high-risk bullying areas is part of the picture. But our budget-strapped schools will be the first to admit that it is impossible to always have a connected, respected teacher in every corner, and time-pressured parents will protest that they cannot be everywhere. This is why our kids need better social skills. We don't want to create a "helicopter parent" approach to bullying intervention. Yes, adult monitoring and intervention are critical, but so is the ability of children to resolve conflict on their own. If we swoop in and rescue our kids every time someone picks on them, we inadvertently teach them that they cannot take care of themselves."

"Bullying is a multifaceted problem, and thus it requires a many-pronged solution. It is not enough to monitor our children's media use, teach empathy to bullies, empower and support the victims, and provide children with social skills and conflict-resolution skills. We have to step back and analyze our own culpability in creating a culture that has fostered attitudes of entitlement and condescension toward those who are different. It is uncomfortable to explore our own secret inconsistencies and stereotypes. One mother told me she initially recoiled at the sight of her preschool son in a dress, before she ultimately decided that he should be allowed to play dress up if that is what makes him happy. Many people disagree with her, and issues of gender noncomformity are particularly controversial. Gender-based bullying is rampant, and it stems from a myriad of places. Even within gender-based bullying, not all victims receive equal defending. The world was quick to defend Katie's right to be a Star Wars-loving girl, but a princess-loving boy is unlikely to receive such universal support. Some people say Star Wars is for everyone and princesses are just for girls. But if you walk into a toy store, Star Wars toys are clearly displayed in the "boys' section" and princesses are relegated to the pink "girls' section". Gender-based toy marketing contributes to gender-based stereotypes and creates situations ripe for bullying."

"Kids tend to know the social hierarchy in any group situation, whether that's at school, camp, or elsewhere. They figure out pretty quickly who's at the top of the ladder, who's in the middle, and who's on the bottom. So do counselors, even if they don't know it themselves, and counselors tend to align themselves with the ids at the top of the ladder. This is a normal human trait, wanting to connect with popularity. However, for a counselor, this issue has severe consequences, especially if it involves a child who is not a popular kid."

"None of us is without blame. None of us is without strengths. If we keep these two truths in mind, we are well positioned to take on the problem of bullying with grace and maturity. Every person has a voice that deserves to be heard, even the marginalized and the mute. We just need to listen, and change will occur."

"At the same time that we teach empathy to the bullies, we need to stop sending the victims the message that their own behavior or traits are bringing on the attacks. This requires a fundamental change in the way adults view bullying. A child is not bullied because he is gay or autistic or overweight. A child is bullied because a bully has decided that the target is unacceptably different and less worthy of respect. We must teach the targets how to cognitively frame the bullying so that they do not think the abuse is their fault or something they deserve. Groundbreaking new research by Stan Davis and Charisse Nixon has shown that when a victim learns to think about the bullying in new ways- "This bullying is not happening because I am overweight. It is happening because the bully is choosing to act in a mean and hateful way, and that is his fault, not mine"- then the effects of the mistreatment are greatly diminished. Davis and Nixon's research also shows that many bullied kids find relief when they tell an adult or peer, but many are reluctant to do so."