4
" In the body there are two creatures, and they are both in enmity with each other. For one to do anything, the other has to be subjected to it. One has a mind and the other only has an appetite. The more the mind gets, the more it is satisfied, but the more the appetite gets, the more its hunger grows; its appetite is for imaginary things, it dreams that it is eating, but when it wake, which it dreads to do, it is empty and pangs. "
― Michael Brent Jones , Dinner Party
7
" Owing to the shape of a bell curve, the education system is geared to the mean. Unfortunately, that kind of education is virtually calculated to bore and alienate gifted minds. But instead of making exceptions where it would do the most good, the educational bureaucracy often prefers not to be bothered.
In my case, for example, much of the schooling to which I was subjected was probably worse than nothing. It consisted not of real education, but of repetition and oppressive socialization (entirely superfluous given the dose of oppression I was getting away from school). Had I been left alone, preferably with access to a good library and a minimal amount of high-quality instruction, I would at least have been free to learn without useless distractions and gratuitous indoctrination. But alas, no such luck.
Let’s try to break the problem down a bit. The education system […] is committed to a warm and fuzzy but scientifically counterfactual form of egalitarianism which attributes all intellectual differences to environmental factors rather than biology, implying that the so-called 'gifted' are just pampered brats who, unless their parents can afford private schooling, should atone for their undeserved good fortune by staying behind and enriching the classroom environments of less privileged students.
This approach may appear admirable, but its effects on our educational and intellectual standards, and all that depends on them, have already proven to be overwhelmingly negative. This clearly betrays an ulterior motive, suggesting that it has more to do with social engineering than education. There is an obvious difference between saying that poor students have all of the human dignity and basic rights of better students, and saying that there are no inherent educationally and socially relevant differences among students. The first statement makes sense, while the second does not.
The gifted population accounts for a very large part of the world’s intellectual resources. As such, they can obviously be put to better use than smoothing the ruffled feathers of average or below-average students and their parents by decorating classroom environments which prevent the gifted from learning at their natural pace. The higher we go on the scale of intellectual brilliance – and we’re not necessarily talking just about IQ – the less support is offered by the education system, yet the more likely are conceptual syntheses and grand intellectual achievements of the kind seldom produced by any group of markedly less intelligent people. In some cases, the education system is discouraging or blocking such achievements, and thus cheating humanity of their benefits. "
― Christopher Langan
13
" Why should you desire to compel others; why should you seek to have power— that evil, bitter, mocking thing, which has been from of old, as it is today, the sorrow and curse of the world—over your fellow-men and fellow-women? Why should you desire to take from any man or woman their own will and intelligence, their free choice, their own self-guidance, their inalienable rights over themselves; why should you desire to make of them mere tools and instruments for your own advantage and interest; why should you desire to compel them to serve and follow your opinions instead of their own; why should you deny in them the soul—that suffers so deeply from all constraint—and treat them as a sheet of blank paper upon which you may write your own will and desires, of whatever kind they may happen to be? Who gave you the right, from where do you pretend to have received it, to degrade other men and women from their own true rank as human beings, taking from them their will, their conscience, and intelligence—in a word, all the best and highest part of their nature—turning them into mere empty worthless shells, mere shadows of the true man and women, mere counters in the game you are mad enough to play, and just because you are more numerous or stronger than they, to treat them as if they belonged not to themselves, but to you? Can you believe that good will ever come by morally and spiritually degrading your fellow-men? What happy and safe and permanent form of society can you hope to build on this pitiful plan of subjecting others, or being yourselves subjected by them? "
― Auberon Herbert
16
" We need a temporary cessation in people having any opinions about any women, ever. I propose a, say, five-year moratorium on having opinions about women, in order to let one generation of girls get from one side of puberty to the other without growing up in a climate where women are constantly being scolded, chivvied, harassed, or subjected to thunderous opinion columns concluding that, yet again, some woman in the public eye has overreached herself and should wind her neck in. "
― Caitlin Moran , Moranifesto
18
" Many animals experience pain, anxiety and suffering, physically and psychologically, when they are held in captivity or subjected to starvation, social isolation, physical restraint, or painful situations from which they cannot escape. Even if it is not the same experience of pain, anxiety, or suffering undergone by humans- or even other animals, including members of the same species- an individual's pain, suffering, and anxiety matter. "
― Marc Bekoff , Animals Matter: A Biologist Explains Why We Should Treat Animals with Compassion and Respect
20
" If pain sometimes shatters the creature's false self sufficiency, yet in supreme Trial or Sacrifice' it teaches him the self-sufficiency which really ought to be his - the 'strength which, if Heaven gave it may be called his own': for then, in the absence of all merely natural motives and supports he acts in that strength, and that alone, which God confers upon him through his subjected will. Human will becomes truly creative and truly our own when it is wholly God's, and this is one of the many senses in which he that loses his soul shall find it. In all other acts our will is fed through nature, that is, through created things other than the self - through the desires which our physical organism and our heredity supply to us. When we act from ourselves alone, that is, from God in ourselves - we are collaborators in, or live instruments of creation: and that is why such an act undoes with 'backward mutters of deserving power' the uncreative spell which Adam laid upon his species. "
― C.S. Lewis , The Problem of Pain