2
" The state arises, Socrates explains, "out of the needs of mankind; no one is self-sufficing, but all of us have many wants." Division of labor then provides the needed services, while allowing each person to do what he is best fitted for. So the community has farmers, weavers, builders, merchants, shoemakers, and all the rest. And as the state expands to meet multiplying wants, it must have a standing army. Yet, until the refinements of culture have been added, this is no better than a "city of pigs. "
― Daniel J. Boorstin , The Seekers: The Story of Man's Continuing Quest to Understand His World
3
" Seekers found clues in the successes, failures, and confusions of predecessors, who became their inspiration, their targets, their resource. From Socrates, Plato learned both caution and the need for bold patterns of meaning of his own. From Plato, Aristotle learned the perils of deserting the world of the senses. Still the later somehow did not make the earlier irrelevant. Seekers, like artists, never wholly displaced those who had tried before. They all enlarged and enriched the menu. "
― Daniel J. Boorstin , The Seekers: The Story of Man's Continuing Quest to Understand His World
5
" The invading king, Utopus, had found the island easy to conquer "because the different sects were too busy fighting one another to oppose him,....he decreed that every man might cultivate the religion of his choice, and might proselytize for it, provided he did so quietly, modestly, and rationally and without bitterness toward others. If persuasions failed, no man was allowed to resort to abuse or violence under penalty of exile or enslavement." The king Utopus, "because he suspected that God perhaps likes various forms of worship and has therefore deliberately inspired different people with different views," allowed the widest toleration. "The only exception he made was a positive and strict law against any person who should sink so far below the dignity of human nature as to think that the soul perishes with the body, or that the universe is ruled by chance, rather than divine providence. "
― Daniel J. Boorstin , The Seekers: The Story of Man's Continuing Quest to Understand His World
10
" For Rosseau, then, education would have to be a way not of instilling the ideals of civilization but rather of liberating the young from civilization and its evils.
Much of the program he described in his didactic novel Emile is what he calls "negative education," an antidote and inoculation against the pervasive evils of civilization. It has come to be called "The Child's Charter"-a basis for modern child psychology. And it would be the prospectus and statement of principles for "progressive education" in the United States, led by John Dewey (1859-1952), who conceived it as a way of bringing democracy into the classroom (The School and Society, 1899; Democracy and Education, 1916). The movement attended tot he child's physical and emotional as well as his intellectual development, favored "learning by doing," and encouraged experimental and independent thinking. The teacher, then, aimed not at instilling a body of knowledge but at developing the pupil's own skill at learning from experience. "
― Daniel J. Boorstin , The Seekers: The Story of Man's Continuing Quest to Understand His World
11
" He, too, was unable to escape the yearning for changelessness in a world of change, which Plato had so elegantly embodied in his theory of forms. The concluding Book of his Physics aims to show that motion, like time, "always was and always will be"-"an immortal never-failing property of things that are, a sort of life as it were to all naturally constituted things." Which set the stage for Aristotle's God-the Unmoved Mover. This may have been as much a deference to common sense-the prevalent views of his community-as to logic or evidence. The Unmoved Mover was his name for the most divine being accessible to man. Since the activity of God was thought, it was also man's highest faculty.
"That which is capable of receiving the object of thought, is mind, and it is active when it possesses it. This activity therefore rather than the capability appears as the divine element in mind, and contemplation the pleasantest and best activity. If then God is for ever in that good state which we reach occasionally it is a wonderful thing-if in a better state, more wonderful still. Yet it is so. Life too he has, for the activity of the mind is life, and he is that activity. His essential activity is his life, the best life and eternal. We say then that God is an eternal living being, the best of all, attributing to him continuous and eternal life. That is God."
Even in describing the Unmoved Mover, Aristotle makes activity his ideal. "
― Daniel J. Boorstin , The Seekers: The Story of Man's Continuing Quest to Understand His World
13
" In Emile the child was to be kept from books-except one, Robinson Crusoe, which Rousseau called "the happiest treatise of natural education." "Children begin by being helped, end by being served," he warned. They become masters, using their tears as prayers. The teacher must guide without seeming to, must never use corporal punishment, but must provide situations in which the child can learn for himself. The teacher, too, must know the stages of a child's development and introduce subjects only when the child is emotionally prepared. At the age of twelve the pupil must learn a useful trade. "Emile must work like a peasant and think like a philosopher in order not to be as lazy as a savage." Not until the age of eighteen should Emile turn to moral science and religion, and then he can choose his religion. For "at an age when all is mystery there can be no mysteries properly speaking." The child must have compassion, "love those who have it, but fly from the pious believers." But also shun the philosophers ("angry wolves"), who are "ardent missionaries of atheism and very imperious dogmatics who will not endure without fury that one might think differently from them. "
― Daniel J. Boorstin , The Seekers: The Story of Man's Continuing Quest to Understand His World
19
" Cultures are organisms," Spengler explains, "and world-history is their collective biography." Like any other vital organism, then, each culture goes through the stages of youth, maturity, and decline. "Culture is the prime phenomenon of all past and future world-history." "Every Culture has its own Civilization...The Civilization is the inevitable destiny of the Culture....Civilizations are the most external and artificial states of which a species of developed humanity is capable. They are a conclusion, the thing-become succeeding the thing-becoming, death following life, rigidity following expansion, intellectual age and the stone-built, petrifying world-city following mother-earth and the spiritual childhood of Doric and Gothic. They are an end, irrevocable, yet by inward necessity reached again and again." Thus, while the culture is a period of ebullient creativity, the civilization that inevitably follows is a period of reflection, organization, and search for material comfort and convenience. For example, classical Greece was the culture; imperial Rome the civilization. From the beauties of Greek poetry to the imperialism of Roman law, we now live in the civilization of Western ("Faustian") culture and cannot avoid the consequences. Among these Spengler foresaw the "megalopolis," the city of faceless masses, the omnipotence of money, and a new Caesarism. "
― Daniel J. Boorstin , The Seekers: The Story of Man's Continuing Quest to Understand His World
20
" Despite Acton's optimism about the long-term future of humankind, he raised the alarm against ideas and institutions of his time that menaced the liberty that was the proper human destiny. The most serious was the racism recently advanced by the French Orientalist Joseph Gobineau. Acton attacked racism as "one of the many schemes to deny free will, responsibility, and guilt, and to supplant moral by physical forces." "Nationality," newly flourishing in Europe in Acton's day, was a similar diversion of the great current of human liberty. "The progress of civilization depends on transcending Nationality....Influences which are accidental yield to those which are rational....The nations aim at power, and the world at freedom." And the State (as in Bismarck's Prussia)-the modern fellow conspirator of Nationalism-was "a vast abstraction above all other things" (invented, he said, by Machiavelli), which oppressed all its subjects and consumed their lives. "
― Daniel J. Boorstin , The Seekers: The Story of Man's Continuing Quest to Understand His World
