61
" A crucial point here is that understanding is not only a matter of reflection, using finitary propositions, on some preexistent, already determinate experience. Rather, understanding is the way we " have a world," the way we experience our world as a comprehensible reality. Such understanding, therefore, involves our whole being - our bodily capacities and skills, our values, our moods and attitudes, our entire cultural tradition, the way in which we are bound up with a linguistic community, our aesthetic sensibilities, and so forth. I short, our understanding is our mode of " being in the world." It is the way we are meaningfully situated in our world through our bodily interactions, our cultural institutions , our linguistic tradition, and our historical context. Our more abstract reflective acts of understanding (which may involve grasping of finitary propositions) are simply an extension of our understanding in this more basic sense of " having a world. "
63
" ... he will seek vainly to the right and to the left and in the newspapers for a guarantee that he has actually been amused.
For a sophisticated person, on the other hand, who is still unembarrassed enough to dare to be amused all by himself, who has enough self-confidence to know, without seeking advice from anyone else, whether he has been amused, farce will perhaps have a very special meaning, in that now with the spaciousness of abstraction and now with the presentation of a tangible actuality, it will affect his mood differently.
He will, of course refrain from bringing a fixed and definite mood with him so that everything affects him in relation to that mood. He will have perfected his mood, in that he will be able to keep himself in a condition where no particular mood is present, but where all moods are possible. "
― Søren Kierkegaard , Repetition and Philosophical Crumbs
73
" Amory had rather a Puritan conscience. Not that he yielded to it--later in life he almost completely slew it--but at fifteen it made him consider himself a great deal worse than other boys... unscrupulousness... the desire to influence people in almost every way, even for evil... a certain coldness and lack of affection, amounting sometimes to cruelty... a shifting sense of honor... an unholy selfishness... a puzzled, furtive interest in everything concerning sex.There was, also, a curious strain of weakness running crosswise through his make-up... a harsh phrase from the lips of an older boy (older boys usually detested him) was liable to sweep him off his poise into surly sensitiveness, or timid stupidity... he was a slave to his own moods and he felt that though he was capable of recklessness and audacity, he possessed neither courage, perseverance, nor self-respect.Vanity, tempered with self-suspicion if not self-knowledge, a sense of people as automatons to his will, a desire to " pass" as many boys as possible and get to a vague top of the world... with this background did Amory drift into adolescence. "
77
" We listened, as all boys in their better moods will listen (ay, and men too for the matter of that), to a man whom we felt to be, with all his heart and soul and strength, striving against whatever was mean and unmanly and unrighteous in our little world. It was not the cold, clear voice of one giving advice and warning from serene heights to those who were struggling and sinning below, but the warm, living voice of one who was fighting for us and by our sides, and calling on us to help him and ourselves and one another. "
― Thomas Hughes , Tom Brown's Schooldays
80
" I am still every age that I have been. Because I was once a child, I am always a child. Because I was once a searching adolescent, given to moods and ecstasies, these are still part of me, and always will be... This does not mean that I ought to be trapped or enclosed in any of these ages...the delayed adolescent, the childish adult, but that they are in me to be drawn on; to forget is a form of suicide... Far too many people misunderstand what *putting away childish things* means, and think that forgetting what it is like to think and feel and touch and smell and taste and see and hear like a three-year-old or a thirteen-year-old or a twenty-three-year-old means being grownup. When I'm with these people I, like the kids, feel that if this is what it means to be a grown-up, then I don't ever want to be one. Instead of which, if I can retain a child's awareness and joy, and *be* fifty-one, then I will really learn what it means to be grownup. "
― Madeleine L'Engle