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1 " Reality is as thin as paper, and betrays with all its cracks its imitative character. "
― Bruno Schulz , The Street of Crocodiles
2 " It is difficult to overstate the importance of understanding mirror neurons and their function. They may well be central to social learning, imitation, and the cultural transmission of skills and attitudes—perhaps even of the pressed-together sound clusters we call words. By hyperdeveloping the mirror-neuron system, evolution in effect turned culture into the new genome. Armed with culture, humans could adapt to hostile new environments and figure out how to exploit formerly inaccessible or poisonous food sources in just one or two generations—instead of the hundreds or thousands of generations such adaptations would have taken to accomplish through genetic evolution.Thus culture became a significant new source of evolutionary pressure, which helped select brains that had even better mirror-neuron systems and the imitative learning associated with them. The result was one of the many self-amplifying snowball effects that culminated in Homo sapiens, the ape that looked into its own mind and saw the whole cosmos reflected inside. "
― V.S. Ramachandran , The Tell-Tale Brain: A Neuroscientist's Quest for What Makes Us Human
3 " Desire is both imitative (we like what others like) and competitive (we want to take away from others what they have). As children, we wanted to monopolize the attention of a parent, to draw it away from other siblings. This sense of rivalry... makes people compete for the attention. "
― Robert Greene , The Art of Seduction
4 " The teaching conundrum had been solved. Teaching evolves where the costs are outweighed by the inclusive fitness benefits that result from the tutor's relatives being more likely to acquire the valuable information. Teaching is not favored when the pupil can easily acquire the information on their own or through copying others. Nor is it favored when imparting traits that are difficult to learn, as teachers generally do not possess the information to pass on to their relatives. These restrictions typically lead to few circumstances under which teaching would be efficacious. Models that allow for cumulative cultural knowledge gain, however, suggest that teaching evolved in humans despite, rather than because of, our strong imitative capabilities, and primarily because cumulative culture renders otherwise difficult-to-acquire valuable information available to teach. The analyses suggest that human teaching and cumulative culture evolved together, through mutual reinforcement. "
― , Darwin's Unfinished Symphony: How Culture Made the Human Mind
5 " Deteriorated science is a cult, so is imitative or deteriorated Sufism. "
― Idries Shah , Seeker After Truth
6 " The truth is that, just as in the other imitative arts one imitation is always of one thing, so in poetry the story, as an imitation of action, must represent one action, a complete whole, with its several incidents so closely connected that the transposal or withdrawal of any one of them will disjoin and dislocate the whole. For that which makes no perceptible difference by its presence or absence is no real part of the whole. "
― Aristotle , The Rhetoric & The Poetics of Aristotle
7 " Contrary to our metaphors, humans are much more imitative than the other apes. For example: if chimps watch a demonstration on how to get food out of a puzzle box, they, in their turn, skip any unnecessary steps, go straight to the treat. Human children overimitate, reproducing each step regardless of its necessity. There is some reason why, now that it’s our behavior, being slavishly imitative is superior to being thoughtful and efficient, but I forget exactly what that reason is. "
― Karen Joy Fowler , We Are All Completely Beside Ourselves
8 " The whole commerce between master and slave is a perpetual exercise of the most boisterous passions, the most unremitting despotism on the one part, and degrading subjugation on the other. Our children see this, and learn to imitate it: for man is an imitative animal. "
― Thomas Jefferson , Notes on the State of Virginia
9 " In every country the intellectual class is the most influential class. This is the class which can foresee advice and lead. In no country does the mass of the people live the life for intelligent thought and action. It is largely imitative and follows the intellectual class. There is no exaggeration in saying that the entire destination of the country depends upon its intellectual class. If the intellectual class is honest and independent, it can be trusted to take the initiative and give a proper lead when a crisis arises. It is true that the intellect by itself is no virtue. It is only a means and the use of a means depends upon the ends which an intellectual person pursues. An intellectual man can be a good man but he may easily be a rogue. Similarly an intellectual class may be a band of high-souled persons, ready to help, ready to emancipate erring humanity or it may easily be a gang of crooks or a body of advocates of narrow clique from which it draws its support. "
― B.R. Ambedkar
