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An offering for the sake of offering, perhaps. Anyhow, it was her gift. Nothing else had she of the slightest importance; could not think, write, even play the piano. She muddled Armenians and Turks; loved success; hated discomfort; must be liked; talked oceans of nonsense: and to this day, ask her what the Equator was, and she did not know. All the same, that one day should follow another; Wednesday, Thursday, Friday, Saturday; that one should wake up in the morning; see the sky; walk in the park; meet Hugh Whitbread; then suddenly in came Peter; then these roses; it was enough. After that, how unbelievable death was!-that it must end; and no one in the whole world would know how she had loved it all; how, every instant . . . ↗
Where conscious subjectivity is concerned, there is no distinction between the observation and the thing observed. ↗
Domination and critique have always formed an apparatus covertly against a common hostis: the conspirator, who works under cover, who used everything THEY give him and everything THEY attribute to him as a mask. The conspirator is everywhere hated, although THEY will never hate him as much as he enjoys playing his game. No doubt a certain amount of what one usually calls “perversion” accounts for the pleasure, since what he enjoys, among other things, is his opacity. But that isn’t the reason THEY continue to push the conspirator to make himself a critic, to subjectivate himself as critic, nor the reason for the hate THEY so commonly express. The reason is quite simply the danger he represents. The danger, for Empire, is war machines: that one person, that people transform themselves into war machines, ORGANICALLY JOIN THEIR TASTE FOR LIFE AND THEIR TASTE FOR DESTRUCTION. ↗
#criticism #destruction #domination #metaphysics #subjectivity
You will remember how, as a schoolboy, I had destroyed my religious life by a vicious subjectivism which made 'realizations' the aim of prayer; turning away from God to seek states of mind, and trying to produce those states of mind by 'maistry'. ↗
Intellectually, what is stimulating to a young man is a problem of obvious practical importance. A young man learning economics, for example, ought to hear lectures from individualists and socialists, protectionists and free-traders, inflationists and believers in the gold standard. He ought to be encouraged to read the best books of the various schools, as recommended by those who believe in them. This would teach him to weigh arguments and evidence, to know that no pinion is certainly right, and to judge men by their quality rather than by their consonance with preconceptions. ↗